This study examined the correlation between social constructivist learning, sense of community, and learner satisfaction in an asynchronous learning environment using a nonexperimental, cross-sectional, correlational design. The study focuses on three questions: (1) What is the relationship between social constructivist learning and sense of community learning in a group of undergraduate asynchronous learners? (2) What is the relationship between social constructivist learning and learner satisfaction in a group of undergraduate asynchronous learners? (3) What is the relationship between sense of community and learner satisfaction in a group of undergraduate asynchronous learners? The findings suggest that there is a positive relationship between social constructivist learning and sense of community, and between social constructivist learning and learner satisfaction, but no statistical significance between sense of community and learner satisfaction. The study provides data that could enhance institutional knowledge regarding learners who are engaged in asynchronous learning mode, thereby assisting institutions of higher learning to better design, tailor, and facilitate instruction that is best suited to students pursuing education at a distance. However, constant research is needed to truly understand what factors contribute to a successful learning environment, because this environment is constantly evolving. The continual examination of what learners need to effectively learn in asynchronous learning environment is imperative. This study provides evidence that additional research is needed. To add validity to this study, a replication to include direct interaction with learners would further strengthen the finding. Future research should include the relationship between interaction, sense of community, learner satisfaction, and learning outcomes as they relate to various learning styles in an asynchronous learning environment, specifically how these variable affect traditional undergraduate learners versus nontraditional undergraduate learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]