本研究旨在探討師資培育學生之學習歷程及其滿意情形，進一步分析不同背景之師資培育學生學習歷程現況及其學習滿意情形的差異，並試圖歸納師資培育學生學習歷程與其學習滿意情形之可能關聯，俾能歸納研究發現並據以提供建議。本研究依據研究目的，在101學年度臺北地區仍有招收中等教育學程學生的大學校院中，立意選取四所學校，以正在修讀中等教育學程的學生為對象，選取12人進行半結構式訪談，以蒐集研究相關資料，作為分析與討論之依據。 依據訪談資料之分析，歸納本研究之結論如下： 一、師資培育學生之學習歷程係以學習動機為出發點的一系列行為。 二、師資培育學生之修課情形與學習動機在學校類型上呈現差異狀況。 三、師資培育學生普遍認為學習期望與學習成果須能夠與實務連結。 四、師資培育學生對課程內容、教師教學與學習成果的感受因學程年級而 不同。 五、師資培育學生的學習歷程及其滿意情形，因學習環境的差異而不同，而在人際關係方面的感受最一致。 六、師資培育學生之學習歷程及其滿意情形與學習動機的關係最為密切。 根據上述研究結論，本研究提出若干具體建議，以供教育主管機關、師資培育機構及後續研究者參考。 The purpose of this study was to explore student teachers’ perception of learning process and Learning Satisfaction. Subjects of this study were 12 student teachers’ purposively selected from four universities in Taipei, which were still recruit students into program of secondary school teacher education in 101 academic-year. A semi-structured interview was conducted to collect empirical data for analysis. Findings of this study were as follows: 1. Student teachers’ perception on learning motivation is the start point of learning process. 2. Student teachers’ perception on learning motivation and learning situation is different by the type of university. 3. Student teachers have general agreement on that learning expectations and learning outcomes should be linked with teaching practice at school. 4. Student teachers show considerable differences in their perceptions on course content, teaching quality and learning outcomes be yeas of joining the teacher education program . 5. Student Teachers’ perception on learning process and Learning Satisfaction are different by their learning environment; otherwise, the human relations among student teachers are almost the same in spite of their differences in personal conditions. 6. Student Teachers’ perception on learning process and Learning Satisfaction are related with their learning motivation. Based on findings of this study, some suggestions were proposed for educational administrative authorities and center of teacher education as well as future studies.