Hybrid learning environments, which combine face-to-face and online instructional methods, have emerged as a dominant educational model in higher education. This study investigates factors influencing student satisfaction in hybrid learning settings and examines how technological infrastructure, instructional quality, learner engagement, flexibility, and communication contribute to overall learning experiences. A quantitative survey was conducted among 500 university students enrolled in hybrid courses across various academic disciplines. Statistical analyses, including descriptive statistics, correlation analysis, and regression modeling, were utilized to evaluate relationships among variables. Findings indicate that flexibility, instructor support, technological reliability, and interactive learning activities significantly influence student satisfaction. Results also reveal that students appreciate the convenience and accessibility offered by hybrid learning while expressing concerns regarding technological challenges and reduced social interaction. The study provides recommendations for educational institutions seeking to improve hybrid learning experiences and enhance student outcomes.