This study employed quantitative methods to analyze survey results related to the heutagogical learning preferences of undergraduate students in the United States. Heutagogy, an emerging theory focused on a self-determined and student-led approach, has shown positive benefits associated with 21st-century skills and high-level learning necessary to compete in a global economy. However, institutions of higher education have been slow to harness heutagogical methods consistently. Framed in the person-environment fit model, this study aims to examine the relationship between person and environment factors and the heutagogical learning preference of undergraduate students. More specifically, to explore the extent to which demographics, person factors, and environment factors impact and predict heutagogical learning preferences according to the five principles of heutagogy. Independent samples t-tests and oneway ANOVA tests were completed to analyze differences in heutagogical learning preferences based on demographic characteristics. These tests showed that differences in heutagogical learning preferences were most related to age, credits completed, GPA, institution type, and class size. A hierarchical multiple regression analysis was run to evaluate the heutagogical learning preferences and demographics, environment factors, and person factors. Age, credits completed, and GPA were positive demographic predictors. Institution type was the only environment predictor, revealing that students enrolled in two-year programs were more likely to report higher heutagogy preferences. Most of the person factors explored in this study were positive predictors, including critical thinking, organization, elaboration, metacognition, effort regulation, time and study environment, and peer learning. Rehearsal was the only negative predictor, suggesting that students who valued rehearsal-type learning strategies were likelier to report lower heutagogy preferences. Help-seeking was the only person variable that was not a predictor. Additional research is needed to support the recommendations of this study, which include the need for institutional support, accommodations for students in their first year of study, and the development of low-states opportunities for students to experience heutagogical learning methods through differentiated learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]