The objective of the present study was to investigate the impact of college autonomy on quality in higher education in terms of teachers' perception relating to their satisfaction with principal as a leader, quality of teacher, linkages and interface, students, co-curricular activities, teaching, office management, relationships, material resource, examination and job satisfaction. A sample of 60 teachers 30 each from nine autonomous colleges and nine non-autonomous colleges was selected

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... y. The teachers serve at least two years in those colleges were selected for sample group. The Mukhopadhyay's Institutional Profile Questionnaire for teachers (MIPQ) was adapted and used for collection of data. The "t" test reveals that (i) the teachers of both autonomous and non-autonomous colleges were dissatisfied with principal as a leader, but the teachers of autonomous colleges were more dissatisfied with principal as a leader ;(ii) the quality of teachers of autonomous colleges were better than the quality of teachers in non-autonomous colleges; (iii) the teachers of both autonomous and non-autonomous colleges were dissatisfied with linkages and interface ; (iv) the teachers of both autonomous and non-autonomous colleges were dissatisfied with students ; (v) the teachers of both autonomous and non-autonomous colleges were dissatisfied with co-curricular activities organized in colleges but the teachers of non-autonomous colleges were more dissatisfied with co-curricular activities organized in colleges;(vi) the quality of teaching in autonomous colleges was significantly better than the quality of teaching in non-autonomous colleges; (vii) the teachers of both autonomous and non-autonomous colleges were dissatisfied with the office management in colleges; (viii) the teachers of autonomous colleges showed less satisfaction with relationship than the teachers of non-autonomous colleges; (ix) the teachers of autonomous colleges were neither satisfied nor dissatisfied with material resources, whereas the teachers of non-autonomous colleges were satisfied with material resources of the colleges; (x) the examination system in autonomous colleges was significantly better than the examination system in non-autonomous colleges; and (xi) the teachers of both autonomous and non-autonomous colleges showed their dissatisfaction with the job.