The purpose of this quantitative study was to identify if there was a significant relationship between dental hygiene students' perceptions of the learning environment and their motivational orientation. The study was also designed to determine if there was a significant difference in satisfaction with the learning environment between first-year, second-year, and third-year students. The aim of the study was to be able to provide recommendations to dental hygiene educators at a small university in regard to creating a positive learning environment for students. The methodology of the study contained distributing an online survey to 84 dental hygiene students at a small university. The results, utilizing Pearson's Correlation Coefficient, indicated a significant positive relationship between the autonomy orientation (intrinsic motivation) and satisfaction with the learning environment (p = 0.03, r = 0.307). The two other motivation orientations did not produce significant relationships with the satisfaction with the learning environment. The satisfaction with the learning environment between the levels of education (first-year, second-year, and third- year students) was tested using one-tailed t-tests. There were not any significant differences between educational levels and satisfaction with the learning environment. Although there were limitations, such as a small sample size and a specific population, this research provided support for further, more generalized research. Recommendations include development and implementation of a faculty training program to support autonomy, competence, and relatedness. [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.]