Institutions of higher education are in an era of extensive online course offerings, and the attrition rates for almost all online community college courses are high. This quantitative correlational study examined the relationship between a range of four types of student's quality of interactions (student-faculty, student-student, student-content, and student-technology) and student satisfaction in first year online mathematics, English, or information technology courses. The overall research question plumbed online students to examine interactions and satisfaction with a course; there were five sub-questions concerning, satisfaction with an online mathematics, English, or information technology course. The research design for this study was correlational in nature and utilized an online survey instrument to collect data with a sample size of 79 students. The theoretical framework that guided this study was Moore's (1972) transactional distance theory. The data analysis for this study compared student satisfaction among the three curriculum areas. A Pearson product moment correlation test was used and no statistically significant relationships were found when "student-faculty," "student-student," and "student-technology interaction" were measured for "student satisfaction" in an online English course. However, an inverse relationship was found for students in the online English course between level of student-student interaction and the dependent variable "student satisfaction." Another key finding was a statistically significant relationship between the level of "student-faculty," "student-content," "student-technology interaction," and "student satisfaction" for mathematics and information technology students, but no similar relationship was found in the mathematics course for student-student interactions and student satisfaction. This study contributed to the body of literature by extending other studies done on "student satisfaction" in online English, mathematics, and information technology offerings at American community colleges. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]