Objective To explore the factors influencing the satisfaction from teacher-student interaction at the online learning. Methods Questionnaire survey was conducted in April 2020 and 1 271 medical undergraduates from Shantou University Medical College of grade 2015 up to 2019(enrolled in 2015,2016,2017,2018 and 2019) who participated in online learning were recruited as the survey objects. A self-made questionnaire covering four aspects was used to conduct the survey. Kruskal-wallis test and Spearman correlation were used to analyze the data collected. Results The satisfaction score of teacher-student interaction of student was 12.0(1.0). Students' grade (r=0.09,P=0.017), major (r=0.06,P=0.032), recognition to online learning (r=0.64,P<0.001), adaptation of online learning (r=0.50,P<0.001), satisfaction degree of teamwork (r=0.39,P<0.001), satisfaction degree from quiz after class (r=0.54,P<0.001), frequency of course preview (r=0.20,P<0.001) all affect students' satisfaction from teacher-student interaction. Students' supportive attitude to online teaching mode “Self-learning + Wechat Q&A”, “Wechat knowledge point sorting”, “Group chatting through audio and video facilities” and “Group-chat discussion” were all positively correlated with the satisfaction score of teacher-student interaction (r=0.22,0.11,0.06,0.10,P<0.001,<0.001,0.041,<0.001). Conclusions Students' satisfaction from teacher-student interaction at the online learning is generally high and the influencing factors are student's grade, major, adaptation of online learning, satisfaction from after-class quiz, frequency of course preview and online teaching mode, etc.