Student satisfaction (SS) is vital for a positive learning environment, fostering academic success, personal development, and overall well-being. It significantly contributes to longterm success and fulfilment in both chosen careers and beyond. In this study, we focussed our investigation on Kyambogo University (KyU), exploring the influence of a blended learning environment (BLE) on SS, specifically examining the influence of collaboration with peers and learner-centred instructional approaches in BLE. This study was conducted through the theoretical lens of the Community of Inquiry framework by Garrison et al. (2000). The study employed a correlational design with a quantitative approach. Self-administered questionnaires were used to collect data from 619 second-, third-, and fourth-year students. Data analysis utilised descriptive statistics and partial least squares structural equation modelling in SPSS 20 and Smart PLS 4. The findings suggest that students at Kyambogo University express uncertainty regarding collaboration and learner-centred approaches, alongside mixed feelings about their overall satisfaction. However, the study revealed that collaboration and learner-centred instruction had a positive and significant influence on SS,with the BLE contributing substantially (32.23%, adjusted R2 = 0.323) to overall satisfaction. We recommend that KyU prioritises and enhances collaborative learning strategies and learnercentredinstructional approaches within its BLE, with the aim to significantly improve SSand overall educational outcomes.