Course instruction was manipulated to yield two different levels of structure in an exploratory analysis of the effects of course structure on student satisfaction in 166 introductory educational psychology students. Results suggest that student satisfaction for different degrees of course structure depends on personality attributes. Seven significant interactions were found, five of which suggest a possible pattern. Students who prefer moderate structure to high structure tend to score high on a number of adjective check list scales (i.e., dominance, change, number of favorable adjectives checked, affiliation, and intraception) which collectively identify individuals who are described as dependable, cooperative, resourceful, adaptable, and curious. Methodological and theoretical implications are discussed, and the need for further attribute-treatment interaction research on affective outcomes is suggested. (Author/SW)