This study aims to look into how Chinese university students tend to perceive the class quality of Chinese professors along with how the perceptions of university students on class quality differ according to their achievement motivations and self-directed learning abilities and how their perceptions of class quality affect their perceptions on their own university grades and university satisfaction. To this end, 275 undergraduate students from three universities in Zhejiang Province were studied from May 1 to May 18, 2019. Research results showed that no differences were shown among perceptions on the class quality of professors, achievement motivations, and self-directed learning abilities between genders or grades but satisfaction was higher for those with higher grades so students with excelling grades perceived class quality to be good. Therefore, this implies that improvement efforts such as class attitude, class preparation, and class methods are important but that they are meaningless if such efforts do not lead to class satisfaction and more than anything else, professors must focus on providing class services that students can be satisfied with for the enhancement of class quality.