Since the COVID-19 pandemic, online instruction has expanded rapidly across many disciplines, including piano education. While online lessons offer flexibility and accessibility, they also present technological challenges, such as audio and video delays, which may affect learning outcomes and satisfaction. For piano majors, who often expect precise technical feedback, these limitations may reduce the quality of instruction. In contrast, for adult beginners, the accessibility and convenience of online instruction may outweigh such shortcomings, making the experience more engaging and rewarding. Despite the growing presence of online music education, little research has directly compared different learner groups' perceptions of their satisfaction.The purpose of this study is to determine the extent to which piano majors and adult beginners differ in their satisfaction with online piano lessons and to provide practical implications for designing more personalized and effective online piano instruction for different types of learners. The research question is: How do university piano majors and community adult beginners differ in various dimensions of satisfaction in online piano lessons? In previous studies, satisfaction has been broadly defined as learners' overall evaluation of their online learning experiences, including the dimensions of instructional quality, course content(Sun et al., 2008), peer interactions(Han et al., 2024), accessibility(Adewale & Tahir, 2022), administration service(Te-King, 2007), and learning outcomes(Nicolau et al., 2020). Considering the unique characteristics of online piano instruction, this study focuses on five key dimensions: learning outcomes, accessibility, instructor-student interaction, technology, and course design. Based on these dimensions, a researcher-developed questionnaire was constructed to measure learners’ satisfaction in online piano lessons.Participants include piano majors(n=20) and adult beginners(n=20) from community music schools, continuing education programs, and online piano groups. Data are collected anonymously through an online survey with informed consent. The survey link is distributed via the university email system to recruit piano majors, and through community music groups and online platforms (e.g., Facebook piano groups) to reach adult beginners.Results will be compared between the two groups to identify any differences across the five dimensions of satisfaction, revealing the potential difference between learner groups. Findings are anticipated to offer empirical insights into differences in satisfaction across the five dimensions between university piano majors and adult beginners, thereby contributing to the development of inclusive and evidence-based pedagogical strategies for online piano instruction.