Due to the increasing demand on the incorporation of web-based materials into Egyptian higher educational institutions, this study examined students' learning styles, satisfaction with online learning, and the relationships between these two variables and students' gender. The study was conducted on 51 EFL college students (24 males and 27 females) who were assigned to three lab classes. The participants were exposed to various web-based materials (e.g., listening, reading, writing, and grammar) which were introduced as an add-on to face-to-face courses. An adapted form of Reid's (1998) Perceptual Learning Style Preference Questionnaire (PLSPQ) was used to identify participants' learning styles after exposure to web-based instruction. Also, a 5-point Likert scale was administered to examine students' satisfaction with web-based learning. Statistical analyses revealed that kinesthetic, tactile, and visual were the major styles the participants favored when working with online activities. Findings also showed highly positive perceptions toward web-based learning due to an array of benefits (e.g., usefulness, enjoyment, accessibility, convenience, and richness of resources). Finally, whereas students' gender had a significant effect on students' learning style preferences, it had no bearing on their satisfaction with web-based materials. Relevant interpretations and implications were offered. (Contains 1 figure and 3 tables.)