The purpose of this study was to determine the relationship between students' views of university instructional quality and their academic satisfaction. The emphasis was on demonstrating the impact of instructional quality variables on students' academic satisfaction. The study used a correlational research design using canonical correlation analysis to conduct the investigation. The study generated the necessary data through the use of a researcher-created survey questionnaire, which was subjected to prior pilot testing in order to standardize the survey instrument. Using a stratified random sampling technique, a random sample of 1,303 university students was obtained. The findings indicated a correlation between instructional quality and academic satisfaction measures. Two canonical functions were computed, both of which indicated a statistically significant relationship. The canonical loadings indicate that students' perceptions of teachers' subject matter knowledge and rapport with students significantly influenced instructional quality, while the canonical cross loadings indicate a stronger relationship between students' perceptions of teachers' subject matter knowledge and rapport with students and their academic satisfaction. On the other hand, students' perceptions of learning motivation and classroom management were found to have the least influence on academic satisfaction among instructional quality characteristics. The findings indicate that the institution will continue to improve the quality of its instruction. In conclusion, instructional quality has a direct effect on students' academic satisfaction; the higher the instructional quality, the higher the academic satisfaction of students. Both characteristics are mutually exclusive. Similar research may be undertaken in the future, but it should include additional measures of instructional quality not addressed in this study, such as learning facilities.