This study examined the relationships among college students' perceptions of their personal (constructivist-based) learning environments, the extent to which they viewed selected teaching and learning activities as enhancing their personal learning, and their personal learning efficacy. A total of 2,190 students in 145 evening classes offered by Louisiana State University in the 1996 fall semester participated in the study. The students completed three separate measures of assessments of the quality of teaching and learning, personal perceptions of the learning environment, and motivation and outcomes expectancy assessments of personal learning efficacy. The results support the validity of adapting the Science Laboratory Environment Inventory (SLEI), an instrument originally developed for use in secondary classrooms, to the college classroom setting. They also support the use of the Student Assessment of Teaching and Learning (SATL) measure. Correlations between the SATL and SLEI subscales generated in this study suggest that students' personal perceptions of characteristics of the learning environment and their self-reported experiences and behaviors are significantly related to their self-reports of learning enhancement. Copies of the measures used in the study are appended. (Contains 34 references.) (MDM)