Quality of learning in higher education is predominantly influenced by students’ perception of the courses, they were studying and their approach to study. The present study is related to these aspects of higher education. The present study in this direction aims to assess the quality of teaching-learning of general undergraduate courses in a central university (Jamia Millia Islamia, JMI) located in New Delhi, India. One hundred thirty-three (133) undergraduate students, studying in their final year of graduation were

conveniently selected, to assess students’ perception of their courses regarding teaching, assessment methods, curriculum workload, etc., and their approaches to study. Two standardized questionnaires; the Course Experience Questionnaire (CEQ) of Ramsden (1991) and Revised Two Factor Study Process Questionnaire R-SPQ-2F of Biggs et al. (2001) were used to measure attitude of students in 5-point likert scale. Quantitative descriptive survey method (mean, standard deviation and Carl Pearson coefficient of correlation) was used in the study. Students’ perception of academic environment was found significantly related to their study approach. Higher score on good teaching, clear goal, appropriate workload and generic skills were found enhancing deep approach to study in students while higher score on appropriate workload and appropriate assessment were reducing surface approach to study in students. Findings

can be used to improve course design and teaching-learning of higher education students specifically, in context of higher education students of JMI.