The purpose of the study was to investigate the impact of using online collaborative learning (OCL) strategy in teaching the microteaching course (2) to improve Faculty of Education English Majors' online self-regulation and self- efficacy. The present study adopted the quasi-experimental research design. Sixty-two English majors were enrolled at the second year primary education program during the second term of the academic year 2019-2020 acting as one study group participated in the study. Two questionnaires were used: an OSRL questionnaire adopted from Barnard, et al. (2009) and a self-efficacy one which was adopted from Jerusalem & Schwarzer(1992). Students delivered ten online sessions, two hours each through a Facebook closed group created by the instructor namely "Senior teachers" in the Microteaching course2. The findings showed a considerable statistical improvement favoring the post administrations of the two questionnaires. Moreover, there was a moderate positive correlation between students' online self-regulation and their self-efficacy before and after the treatment.