本研究旨在探討臺中市課後照顧服務中心學生學習滿意度之情形，並且分析不同背景變項的 學生，對課後服務中心之課程安排、教師教學、學習成果、學習環境及同儕關係下學生學習滿意 度的情況差異，本研究以臺中市私立課後照顧服務中心學生為研究對象，以問卷調查法進行，回收有效問卷261份。所得資料分別以描述性統計、獨立樣本t檢定、單因子變異數分析進行資料分析。

研究發現：

一、 課後照顧服務中心學生整體學習滿意度接近滿意。

二、 課後照顧服務中心學生學習滿意度以「同儕關係」層面的學習滿意度最高；「課程安排」層面的 學習滿意度最低。

三、 女生在課程安排、教師教學、同儕關係三個層面的學習滿意度優於男生。

四、 不同「父親、母親教育程度」學生之學習滿意度無顯著差異。

五、 二年級學生之整體學習滿意度顯著高於五、六年級學生。

最後，提出相關建議予課後照顧服務中心業者、學校教師及未來研究之參考。

The purpose of the study was to explore the students’ learning satisfaction in Taichung after-school care service. Moreover, examined the differentiation of students’ background with curriculum, teaching, learning outcomes, learning environment and peer relationships. Data were collected from 261 students in Taichung after-school care service. Descriptive statistics, t test, and one-way analysis of variance were utilized in the study. The conclusions of this study were as follows: (a) The perceptions of learning satisfaction in Taichung after-school care service reached mid-high level, (b) the highest level of learning satisfaction was “peer relationships”, adversely “curriculum” was the lowest, (c) girls were more satisfied than boys in curriculum, teaching peer-relation, (d) there were no significant differences in the perceptions of learning satisfaction with different parental education level and (e) second grade students were more satisfied than 5th and 6th grade students. Finally, some suggestions were proposed for teachers and school administrations of after-school care service, educational administrations, and future researchers based on our results.