This study examines the relationships among learning styles, learning outcomes and course satisfaction in a blended computer literacy undergraduate course at Iowa State University. Based on results from Kolb's Learning Style Inventory (1999), participants were classified into one of four learning styles: Accommodator, Assimilator, Converger, or Diverger. The analyses of quantitative data (final grades, online survey) and qualitative data (interviews) indicated that there was little relationship between learning styles and learning outcomes as measured by final grades, or between learning styles and course satisfaction assessed from general feelings, communication and interaction, course organization, assessment, and weekly lab session in a blended learning environment. These findings support the research results as shown in Larsen (1992), Shih & Gamon (1999), and Wang, Hinn and Kanfer (2001). Quantitative data analysis showed a significant relationship between learning styles and course expectations, and between learning styles and the perceived value of the course schedule. Three students selected to represent three learning styles (all female) valued the blending of on-site labs with the web-based lecture component, whereas the only Converger interviewed (a male) did not value the blended on-site lab activities which complemented the web-based lecture component. This study suggests that blended learning offers a good opportunity to maximize students' learning as stated by Singh (2003) and Thorne (2003).