This study aims to identify the latent factors underlying learner satisfaction in online English language learning classrooms, focusing specifically on Korean college students. A total of two-hundred and forty-four freshmen from diverse majors were recruited for the present study. Two instruments were utilized: a background questionnaire and the Learner Satisfaction with Online English Learning (LSOEL) scale. An exploratory factor analysis and a Pearson product-moment correlation were conducted, and they confirmed a strong validity for the LSOEL scale. The results indicate that the following six factors are key to learner satisfaction in an online English language learning classroom: the content of the online course, the learners’ computer self-efficacy, the online course structure, experiences with online language courses, the role of teachers, and the overall online learning environment. This study also reveals positive correlations among all of these factors, showing that each plays an important role in learner satisfaction and language learning development. Based on the findings of the study, pedagogical implications and recommendations are given for online L2 learning instruction to enhance language learners satisfaction.