Online learning has transitioned from being optional to a mandatory experience in nursing education. Consequently, it is crucial to understand nursing students' satisfaction and the factors influencing it to create and implement a successful online learning environment. This study aimed to examine the roles of system acceptance and community feeling in predicting nursing students' online learning satisfaction. The sample of the relational and cross-sectional study consisted of 451 nursing students studying online in the two universities in Western Turkey. Data were collected using the Personal Information Form, Online Learning Systems Acceptance, Community Feeling Scale, and Satisfaction Scale. A positive correlation was found between the perceived ease and benefit variables and satisfaction levels of nursing students in the study within the scope of online learning systems acceptance. A positive correlation was found between the actional and affective components of community feeling and satisfaction levels of nursing students in the study. Besides, the affective component was found to be the most significant factor in explaining satisfaction with online learning. The learning environment can be improved by increasing the diversity and interaction of nursing students with methods or instruments such as online collaborative learning approaches and online community building.