Rapidly escalating COVID-19 cases have forced educational institutions to close their doors. In an effort to reduce the spread of the infectious disease, online learning was implemented for students, interrupting face-to-face education in schools. Studies suggest that students’ engagement, social presence, and satisfaction are crucial in the implementation of online learning. Therefore, the aim of this study was to analyze how online learning has impacted students’ perceived engagement, social presence, and satisfaction during the COVID-19 pandemic in a middle school in Anchorage, Alaska. A descriptive correlational research design was implemented in this study. Utilizing three Likert scale questionnaires, 7th grade students, with a sample size of 139, were questioned about their perceived engagement, social presence, and satisfaction with online learning during COVID-19. In addition, a Pearson correlation coefficient was employed to examine the correlation between the perceived outcomes of engagement, social presence, and satisfaction. The results indicate that the vast majority of students perceived themselves to have low levels of engagement, social presence, and satisfaction. Additionally, it was found that engagement and social presence greatly contribute to students’ overall satisfaction. Therefore, it is paramount that 7th grade educators implement well-structured online courses to promote engagement and communicate effectively with these students to improve their satisfaction with online learning.