A study was conducted to determine predictors of student satisfaction in a graduate nursing program taught via fully interactive, multipoint real-time video teleconferencing and World Wide Web/Internet. A correlational research design was used to examine relationships among five learner attributes, three instructional variables, and student satisfaction. The five learner attribute predictors were: (1) previous experience with courses taught via technology; (2) self-ratings of competence with technology; (3) frequency of between-class usage of communications technology; (4) age; and (5) remote-site group size. Instructional variables included instructor/instruction, technology, and course management. Regression analyses identified learner attributes and instructional variables predictive of student satisfaction. Of the eight predictor variables regressed on the measure of student satisfaction, only instructor/instruction contributes to explanation of the variance in course satisfaction scores. Overall instructor rating strongly correlated with satisfaction. The most potent finding is that good pedagogy is important to students' perceived satisfaction with distance education. The focus of faculty training and development for those who instruct in distance education courses should be directed to development of effective instructional strategies. (Contains 1 figure and 19 references.) (Author/AEF)