Recent advances in technology have made it feasible to conduct technical training over the Internet in an audioconferenced format. Although voices can be heard and screen views shared, transmitting live video remains cost prohibitive, resulting in an “invisible” classroom environment. While studies involving learning style and learner satisfaction had been conducted in virtual, asynchronous academic learning environments, it was not known how, or to what extent, these variables related in virtual, audioconferenced technical training classes. Therefore a mixed method, explanatory study was performed in which the Felder-Soloman (2009) Index of Learning Styles (FSILS) questionnaire and Walker's (2009) Distance Education Learning Environments Survey (DELES) were administered to 89 information technology (IT) management students enrolled in 32 corporate, technical training classes hosted by a major U.S. software company. The null hypothesis that there was no relationship between students’ dimensions of learning style preference and their satisfaction with virtual, audioconferenced technical training classes was rejected, in that there was a positive correlation between visual and verbal learners and their satisfaction with the virtual, audioconferenced technical training environment. Themes emerging from exploration correlated with students’ dimensions of learning style preference. Main reasons for students' dissatisfaction involved technology, the online learning experience, and the virtual classroom environment. Other factors included business, human, and course-related issues. Students felt that resolving technical issues, enhancing communication capabilities, and adding live video to the classroom would make virtual, audioconferenced classes more meaningful and pleasurable. Ultimately, a synchronous, virtual learning satisfaction dependency model emerged from data analysis. Factors limiting the ability to generalize results included the validity and reliability of learning style instruments, the technical complexity of computing resources, the unique properties of virtual classroom software, and the extent of students’ previous exposure to computer technology. Recommendations included suggesting that students who have high FSILS visual/verbal scores consider attending virtual, audioconferenced technical training classes, implementing a 2-phase model to address issues regarding students’ dissatisfaction, performing similar inquiry to obtain technical instructors’ viewpoints, and exploring application of the synchronous, virtual learning satisfaction dependency model to environments beyond those of corporate technical training.