This study examined student preferences of learning environment in three separate learning modalities (traditional, online, and hybrid) in an English 102 course at three community colleges in central Arizona. The basis for the study revolved around the constructivist theory, which implies that students learn from their own experiences. The 42-question Distance Educational Learning Environment Survey (DELES) was administered to 510 student participants and 91 surveys were utilized in the study for an 18% response rate. Data were collected over a two-week period using Survey Monkey. A MANOVA and two-tailed t-test were used for analysis of the data. The results indicated that students prefer the learning environment they are enrolled in for coursework regardless of which learning modality, online or traditional, was chosen. The high level of satisfaction may have been a result of the match between student preferences and the actual characteristics of the psychosocial aspects of the learning environment. Specifically, online students and traditional students were found to hold differential preferences in terms of the degree of student autonomy and the amount of peer collaboration. Future research directions and practical implications were discussed based on the results of this study. [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.]