Purpose: Amid the worldwide lockdown and emergency transition to online classes caused by the COVID-19 pandemic, this paper aims to examine high school students' satisfaction in this unique learning environment. Design/methodology/approach: An exploratory factor analysis (EFA) was first used to extract a set of important factors from a number of variables. A logistic regression was subsequently used to access student satisfaction levels during the COVID-19 lockdown. In addition, a small qualitative study was conducted to gain additional insight into student satisfaction ratings. Findings: A study sample of 486 usable responses revealed that students were most satisfied with the responsiveness of teaching staff, which included the provision of assignments and feedback on performance. The study also revealed that students experienced a range of emotions; those who experienced positive emotions (joy, pride, hope) were more satisfied than those who experienced negative emotions (frustration, anxiety, boredom). Research limitations/implications: Policymakers and educators in high schools could benefit from these findings when formulating policy recommendations to support the manning of operations during crisis situations and justify the introduction of future offerings of blended or online courses. Originality/value: The study was conducted in a real and unprecedented crisis which created a unique environment to examine factors influencing Jamaican high school students' satisfaction levels during the lockdown.