Early morning commuting is a common yet understudied aspect of college student life in highly urbanized Philippine settings where transportation challenges are frequent and unpredictable. While previous studies highlight the negative effects of commuting on stress and academic performance, limited attention has been given to how early commutes influence learning satisfaction (a variable encompassing academic engagement, performance, and physical and mental well-being). This study examined the correlation between early commuting experiences (before 7:30 AM) and learning satisfaction among college students in Cebu City using an embedded mixed-methods design. Quantitative data were collected from fifty (n = 50) students through a structured questionnaire, while qualitative insights from fifteen (n = 15) interviews provided deeper perspectives on their lived experiences. Descriptive statistics summarized commute profiles, and Spearman’s rho tested associations between commute variables and four dimensions of learning satisfaction. Results showed no significant relationship between residence location or commute duration and learning satisfaction, suggesting strong student adaptability despite long or complex commutes. However, usual wake-up time demonstrated a weak but statistically significant negative correlation with physical and mental well-being, indicating that earlier wake-up times were modestly associated with better reported well-being. Thematic analysis revealed that early commutes contribute to fatigue, disrupted routines, and reduced focus, yet students cope through time management, self-discipline, and adaptive strategies. Overall, while students maintain engagement and performance despite early commutes, their well-being remains sensitive to commuting demands. Institutional adjustments in scheduling, wellness support, and interactive instruction are recommended to enhance learning satisfaction.