The ordinal regression method was used to model the relationship between the ordinal outcome variable, e.g., different levels of student satisfaction regarding the overall college experience, and the explanatory variables concerning demographics and student learning environment in a predominantly minority health sciences center. The outcome variable for student satisfaction was measured on an ordered, categorical, and four-point Likert scale-- "very dissatisfied", "dissatisfied", "satisfied", and "very satisfied". Explanatory variables included two demographics, e.g., gender and ethnic groups, and 42 questionnaire items related to the satisfaction of faculty involvement, curriculum contents, support services, facilities, and leisure activities at the college. The major decisions involved in the model building for ordinal regression were deciding which explanatory variables should be included in the model and choosing the link function (e.g., logit link or complementary log-log link) that demonstrated the model appropriateness. In addition, the model fitting statistics, the accuracy of the classification results, and the validity of the model assumption, e.g., parallel lines, were essentially assessed for selecting the best model. The research findings indicated that explanatory variables such as faculty competence and student-faculty relations were significantly associated with the satisfaction of the overall college experience. This discovery suggests that faculty members have played a major role in creating a pleasant environment to facilitate student satisfaction. In addition, the curriculum content regarding health promotion and disease prevention was significantly associated with the satisfaction of the overall college experience. It may also provide strong evidence that a specific component of the medical curriculum addressed student needs and contributed to the fulfillment of the medical college goal, e.g., delivery of primary care through health promotion and disease prevention. (Contains 5 tables.)