Although research establishes that student characteristics exert considerable influence on learning outcomes, research concerned with e-learning satisfaction most typically focuses of factors associated with instructional design, curriculum and pedagogy. Fifty-eight first-year university e-students completed an online survey that queried their satisfaction with various e-learning experiences and their physical characteristics (i.e., activity level, perception of health, level of pain, sleep and fatigue, diet and nutrition and problematic use of alcohol) and psychological characteristics (i.e., self-efficacy, stress, obsessive-compulsive behaviours, self-esteem, loneliness, peer relations, social adjustment and social support). Stepwise regression analysis was conducted in order to determine which physical and psychological variables predicted student satisfaction with e-learning. Student social adjustment to university, perception of family support, problematic use of alcohol and obsessive-compulsive tendencies, in various combinations, explained as much as one-third of the variance in student e-learning satisfaction. As e-learning continues to evolve, student physical and psychological well-being may assume increased focus in virtual instructional contexts as students are supported in a variety of ways. E-students with, for example, problems with alcohol may be identified and directed to online sources of support. E-learning practice may have sufficiently matured to consider the many ways in which virtual connection can promote both learning and wellness or, preferably, that learning and well-being are not conceptualized as distinct phenomena.