This study addressed the relationship between student satisfaction and four interaction variables-student-content, student-instructor, student-student, and studenttechnology-in online, blended, and traditional learning settings. Demographics, previous experience with the Internet, and discussion-board applications were also investigated.There were 916 respondents, including 185 in online settings, 90 in blended settings, and 641 in traditional settings, to Strachota's (2002) Online Satisfaction Survey.Participants took the survey either in an on-site classroom (traditional learning) or through e-mail, website link, or the Blackboard course management system (online setting). Participants in the blended setting could choose between completing the survey on-site or online, but were asked to respond only once.Distance learners were less satisfied with their interactions with content, instructors, and other students than were traditional learners, but more satisfied with technology. Technology orientation sessions and more interactive online programs, such as leading discussions, participating in a learning community, and receiving timely and detailed feedback, should be developed for quality interaction and satisfaction with instructors and learners in a virtual environment. What learners' and instructors'perspectives are and what content is optimal for learner satisfaction should be studied further. Future research could also determine which populations or characteristics are associated with difficulty in using computer technology and which instructional substitutions could be made for future technology novices to improve their satisfaction and completion. Blended learning with well-designed content and orientations has proven to be a good solution for improving student satisfaction with interaction in virtual environments. More research on student satisfaction with interactive variables should be conducted to enhance retention and performance. i ACKNOWLEDGEMENTS I appreciate