The study aimed to identify the domains of the technology enhanced agricultural education learning environment and student preferences that significantly predict student satisfaction. The study involved 300 selected via stratified random sampling Senior High School agriculture strand students of the Department of Education (DepEd), Davao de Oro Division. The researcher employed a quantitative non-experimental design using a correlation and a modified research instrument. The statistical tools used were mean, Pearson-r, and regression analysis. Results revealed that the levels of the technology enhanced agricultural education learning environment, student preference, and student satisfaction were all high. Furthermore, this study found a significant relationship between the technology enhanced agricultural education learning environment and student satisfaction. Also, there was a significant relationship between student preference and student satisfaction. Additionally, benefits and usefulness domains of the technology enhanced agricultural education learning environment significantly influence student satisfaction, while personal preference and job opportunity domains of student preference predict student satisfaction. The study contributes to understanding the critical influence of a technology enhanced agricultural education learning environment and student preference on student satisfaction. Finally, the study offered data-driven insights to educators and policymakers useful in designing more effective, satisfying, and engaging educational programs in the future.