The move from traditional to online learning has changed how teachers and students interact. With the growing use of online educational platforms such as Moodle, it is important to understand how such platforms affect students’ learning experiences. It is thus the aim of this study to investigate the relationship between teacher-student Moodle interaction (TSMI) and online student engagement (OSE) at Mohammed 1st University in Oujda, Morocco. The study adopts a quantitative, descriptive-correlational design, and it aims to assess the extent to which TSMI influences OSE. Data was collected from students (N = 112) in the English department of the Faculty of Letters and Human Sciences and the English department of ESEF (Higher School of Education and Training). Two scales were used to collect data: the Teacher-Student Online Interaction Scale (TSOIS) and the Scale of Online Student Engagement (SOSE). These scales were proven valid and reliable through a pilot study. They measure the constructs of empathy, transparency, equality, effectiveness, competence, and various barriers for TSMI; and social, behavioral, collaborative, emotional, and cognitive engagement for OSE. Pearson’s correlation analysis was conducted using SPSS and it revealed a significant positive correlation (r = 0.645) between TSMI and OSE. Equality emerged as the most strongly correlated sub-construct with OSE, while barriers showed the weakest correlation with OSE. On the other hand, emotional engagement exhibited the strongest correlation with TSMI. These findings stress the role of effective teacher-student communication in enhancing student engagement in online learning contexts via Moodle platforms.