This study investigated relationships of evening college students' autonomy and succorance needs (or independence and dependence) to their orientations toward learning, preferred styles and methods of teaching, satisfaction with perceived styles and methods in class, and academic performance. Two hundred subjects at the University of North Carolina were surveyed with a personal information sheet, an adjective checklist, and three questionnaires. It was hypothesized that high autonomy need students would differ from high succorance need students on learning orientations, preferences, satisfaction, and performance. Possible variations by age, sex, and occupational status were also sought. These were among the conclusions: the students desired learning for its own sake; more students chose lecture-discussion than all other methods combined; teachers were preferred who were accepting and interactive; student satisfaction with teaching methods was related to academic achievement; teacher style seemed more important than teaching methods to student satisfaction and performance; satisfaction with teaching styles was more important than personality traits to performance; sex (female) and succorance need appear related. (Included are a chart and 12 tables, 66 references, and one questionnaire.) (LY)