This poster reports results of a survey conducted recently at a Canadian business school concerning factors affecting student learning outcomes of information literacy instruction (ILI). Specifically, the effects of demographics, learning environment factors, and information literacy components on behavioral, psychological, and benefit outcomes of ILI are examined. Results test qualitative findings reported in a paper by the authors at last year's ASIST Annual Meeting (Julien et al., 2009), and identify the salient factors surrounding the delivery of ILI that affect student learning outcomes. Specifically, results show that greater amounts of active instruction, more senior students, and more positive perceptions of the quality of and satisfaction with ILI, all yield improved student learning outcomes.