Web-based distance learning is a relatively new approach in higher education which is gaining in popularity. Because a Web-based classroom is so different than a traditional face-to-face classroom, the variables that influence success or satisfaction with such a course may be different than those in a face-to-face course. We investigated whether student performance and satisfaction in an asynchronous, Web-based distance learning course differed based on personality factors (as measured by the Myers Briggs Type Indicator). Twenty-nine students taking an introductory psychology course participated in the study. Results indicate that personality preference has little relationship with student performance, but several dimensions of personality did influence satisfaction. (Contains 5 tables.)