The global pandemic due to the emergence of COVID-19 impacted the education sector causing the dramatic shift from conventional to flexible learning. To sustain learning continuity, online learning modality rises as a promising instructional response to the pandemic. This study utilized correlational research to explore the factors influencing the online learning self-efficacy of the 387 (57%) teacher education students. It also described the online learning self-efficacy, online readiness, coping strategies, and familiarity and capability of students to educational technology tools. The content-validated and researcher-made instrument which established an excellent reliability index (0.96), was administered via Google forms. Multiple regression analysis was employed to determine the significant predictors of the students' online learning self-efficacy. The results revealed that online readiness, coping strategies, and familiarity and capability significantly explain the variation in the student's self-efficacy to learn online. The administration and the teachers may consider the students' computer skills, reflect on their readiness for online learning, and understand their coping mechanisms in the digital classroom. These factors could be sourced out in developing instructional materials to meet the diverse needs of the students.