The purpose of this study was to determine if there is a relationship between the learner interactions of learner-content, learner-instructor, and learner-learner and either course satisfaction or perceived learning in online mathematics courses at the community college level. Additionally, this study investigated whether the learner interactions of learner-instructor, learner-learner, and learner-content together could predict either course satisfaction or perceived learning in online mathematics courses at the community college level. Using a Pearson product-moment correlation, the results showed that all three learner interactions are correlated with both student satisfaction and perceived learning. Learner-content interaction was strongly correlated with both student satisfaction and perceived learning. Learner-instructor interaction was strongly correlated with student satisfaction and moderately correlated with perceived learning. Learner-learner interaction was moderately correlated with both student satisfaction and perceived learning. Using linear regression, the overall model with the three independent variables of learner-instructor, learner-learner, and learner-content interaction was significantly predictive of either student satisfaction or perceived learning. Learner-content and learner-instructor interactions were significant in the model for predicting satisfaction, while learner-learner interaction was not. Learner-content interaction was significant in the model for predicting perceived learning, while learner-instructor learner-learner interaction was not. [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.]