Studies have shown Active Learning Classrooms [ALCs] help increase student engagement and improve student performance. However, remodeling all traditional classrooms to ALCs entails substantial financial burdens. Thus, an imperative question for institutions of higher education is whether active learning pedagogies can improve learning outcomes when classroom resources are limited. In this study, we examined the effect of active learning pedagogies on students' satisfaction of learning processes in ALC and Traditional Classrooms [TCs]. The results show that active learning pedagogy activities are significant factors that increase students' satisfaction with their individual and group learning processes. In addition, active learning pedagogical activities in both TCs and ALCs influence students' satisfaction with their learning processes positively.