Abstract: The purpose of this study was to investigate the pre-service teachers' self-efficacy and satisfaction of collaborative inquiry in online learning during the COVID-19 pandemic, and to identify the key factors that affect the courses and deficiencies, so as to improve online teaching. A revised 27-item self-rating scale based self-efficacy identified by Shen, Cho, Tsai, and Marra (2013) and 5-item course satisfaction were developed for questionnaire survey. A total of 63 pre-service teachers participated in this study. According to the results, it is found that student satisfaction and self-efficacy perform a high level during the COVID-19 pandemic. However, student satisfaction to the degree of understanding of learning content and self-efficacy to interacting with the teacher need to be improved. Self-efficacy to complete the online course and self-efficacy to theme-based inquiry activity design were significant predictors of satisfaction. Online question-answering (Q&A) activities, providing case resources, course videos and learning guidance, asking questions guiding students to think deeply and providing students with standards for course evaluation are recognized by students as the most helpful way to improve the instruction.