The undergraduate geoscience program concludes with a field-based capstone course that equips the graduating geologist with basic field-mapping abilities. However, many of the field-based geoscience programs have been temporarily halted or converted to an online version because of the COVID-19 outbreak. The South Dakota Mines created an online course to fulfill the demand for graduating seniors in the vast discipline of geoscience. Considering that this is a new way of delivering this course, it is important to understand the effectiveness of this online course. Thus, the main goal of the present study is to determine students' online learning satisfaction and its relationship with online learning self-efficacy. A total of 33 students participated in the study. Two instruments were used for this study: one for assessing online learning self-efficacy and the other for evaluating online learning satisfaction. Descriptive statistics and Pearson product correlation analysis were conducted to analyze data. The results indicated that students had high levels of self-efficacy beliefs and their learning satisfaction score was high as well. It was also found that self-efficacy to complete an online course was significantly related to learning satisfaction. Discussion of the findings and suggestions for online teaching and learning are given.