Abstract: Online learning is becoming more and more prevalent in K-12 schools as well as higher education. However, there is a significant gap between the growing expectations for online education and the training of teachers expected to teach in online learning environments. To address this issue, this study will design and implement student-centered synchronous online instruction to help preservice teachers to be effectively prepared in online learning environments. The study will examine the effectiveness of instructional practices through synchronous online communication, assess student experience and satisfaction on synchronous online learning, and suggest more effective strategies to enrich student learning and engage students in the learning activities. Data will be collected from 36 teacher candidates who enrolled in teacher education programs. The findings can guide teacher educators and teachers to design and incorporate effective synchronous online communication to enhance learning for all students.