Interactions are the central emphasis in language learning. An increasing number of K‐12 students take courses online, leading some critics to comment that reduced opportunities for interaction may affect learning outcomes. This study examined the relationship between online interactions and learning outcomes for 466 students who were taking high‐school level online language courses in a Midwestern virtual school. Regression analysis was employed to examine how three broad types of interactions, learner‐instructor, learner‐learner and learner‐content (Moore, ), affected students’ perceived progress and satisfaction. After controlling for demographic information, motivation and learning strategies, the results of multiple regression showed that learner‐instructor and learner‐content interactions had significantly positive effects on satisfaction, whereas learner‐learner interaction did not affect satisfaction. Learner‐content interaction was the only factor that affected perceived progress.