This paper examines the effect of student perceptions of the learning environment on their satisfaction with that environment. Teacher education students (N=130) completed the College and University Classroom Environment Inventory (CUCEI) prior to and at the end of a semester unit in educational psychology. The CUCEI consists of seven scales: personalization, involvement, student cohesiveness, satisfaction, task orientation, innovation, and individualization. Four discrete groups of students are identified for each scale: independents (low actual-low dissonance), acerbics (low actual-high dissonance), empathetics (high actual-low dissonance), and impresseds (high actual-high dissonance). For each scale, the level of actual satisfaction for each group is computed. Initial analysis indicates a strong course effect. Subsequent analysis indicates that for Arts/Humanities students satisfaction is related to actual perceptions of a number of classroom psychosocial characteristics, and for Science/Technology students satisfaction is related to the dissonance between actual and preferred perceptions on some characteristics. The results are explained in terms of the types of students attracted to the different courses and the history and ethos of teacher education institutions. Implications for teacher education are discussed. A description of the CUCEI and nine tables are appended. (AMH)