The overall purpose of the study was to examine adult students' perception of the congruence of hybrid courses with adult learning needs and to examine adult students' level of satisfaction with hybrid courses. The study collected data through pre and post surveys, administered at the beginning and near the end of the hybrid courses, of adult students' perceptions. The pre survey questionnaire sought quantitative responses only. The post survey sought quantitative and qualitative responses. The quantitative data was analyzed by utilizing the Statistical Package for Social Sciences (SPSS). Existing research on learning theories and learning styles, particularly that based on the educational psychology of cognitive-constructivism, provided the theoretical foundations for this study. The four adult learning needs of autonomy, self-directedness, relevancy-orientedness, and goal-orientedness, upon which this study focused, were derived from Knowles' theory of andragogy (1984), which closely relates to the constructivist learning theory, itself a derivative of cognitive-constructivism. The overall goal of this examination was to address the paucity of research on the effectiveness of technology-enhanced teaching formats in higher education, specifically on the relationship between constructivism, andragogy, and hybrid courses. The analysis of descriptive statistics and paired samples t-test indicated that students perceived the hybrid course to be highly congruent with their adult learning needs and that they were greatly satisfied with the course. The differences in students' perceptions from the pre to the post surveys were found not to be statistically significant. Remarkably, although students' perception of congruence of the hybrid course with the four adult learning needs was negligibly less positive in the post survey than in the pre survey, their overall satisfaction with the course was higher in the post survey than in the pre survey. For educational institutions teaching adult students, the study provided insights for improving courses and for the possibility of innovation in teaching adult students. It recommended that educational institutions accommodate the learning needs of people of all different ages and backgrounds by incorporating constructivist practices in teaching methods, particularly when adults are expected to enroll, including in hybrid courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]