Background. The students in Turkey have to follow a difficult path to have a right to get university education. These students are obliged to prefer the departments in which they are partly or not interested in order to find a job or guarantee their lives. On the other hand, their satisfaction in their departments and fulfillment of their expectations in life is not only important for themselves but also for the society they live in. In addition, university students have educational, social, cultural, and sporting expectations. Having an education process which provides a qualified education that is appropriate for university students’ expectations and goals may also serve to meet the needs and expectations of the society. Although student satisfaction is a perfect tool to evaluate the effect of university on students (Umbach & Porter, 2002), there has not been enough research on it. Individuals may have different aims in their lives; such as, using their abilities and tendencies, being creative, a status in society, earning money, leading, experiencing adventure, and helping others. According to some psychologists such as White, McClelland and Maslow, individuals are motivated by improving their self-capacities and any opportunities for self-improvement. Aims of individuals cause several expectations from their families, the society, and the institutions. These expectations lead the individuals in planning to meet their needs and fulfill their aims (Aydın, 1991). However, meeting these needs, aims and expectations depend on the appropriate environments and facilities. It is thought that discerning students’ opinions related to life and universities are important since they are the directors and workers of the future. Purpose. The purpose of this research is to discern the university students’ aims in life, educational goals, and their expectations from the university and their state of satisfaction related to their departments. The research questions were as follows: 1. What are the opinions of university students related to the importance of a series of aims in life? 2. What are the opinions of university students related to their educational goals? 3. Is there a significant difference between their opinions in terms of their gender and class level? 4. What are the opinions of university students related to their expectations of university education? 5. What are the opinions of university students related to (a) their preference of departments, (b) changing departments, and (c) causes of changing departments? 6. What are the opinions of university students related to their state of satisfaction in terms of their experiences in their departments? 7. Is there a significant difference between their opinions in terms of gender and class level? Method. Descriptive research was used in this study. The data was gathered from 1839 freshmen and seniors of 13 state universities. The students were from 26 departments of 33 different faculties. “The Expectations and Problems of University Students” scale was used in the study. This scale was developed by Açıkgöz (1993), who studied on a scale which was formerly used by Daigle in a study on the students of California State University. There are items related to personality, ordering and grading types of items and open-ended questions in the scale. Therefore, it is possible to gather both qualitative and quantitative data with the scale. Cronbach Alpha Reliability of this Likert scale is 0.89. Frequency, percentage and χ² tests were used in analyzing quantitative data. Results and Discussion. 1. Among the series of aims in life given, the students chose “using their special abilities and tendencies” (91.2%) as the first and “being creative” (90.6%) as the second one. “Experiencing adventure” (45%) and “being a leader” (57.6%) were chosen as the least important aims in their lives. This finding is consistent with Açıkgöz’s (1993) study. The last two aims may sign an enterprising personality. A cultural analysis may explain why students chose “experiencing adventure” as the least important aim. For example, Hofstede (as cited in Şişman, 2002) stated that people avoid the unknown in Turkish culture. Avoiding risks is one of the characteristics of these societies. According to Hofstede (1993) in countries which the unknown is avoided the opinion “different one is dangerous” is dominant whereas in other countries difference is something sought. 2. 13.3% of the participants aimed BA, 27.7% of them aimed MA, and 33.4% of them aimed PhD degrees. 24.5% of the participants said that they had not decided. In addition, 1.1% of them did not have any educational goals. 60% of the participants aimed graduate studies. This result may be caused by university’s lacking “job training” function. Students may have chosen graduate studies as they thought university was not good enough to meet their needs. In another point of view, a raise in the number of institutions where graduate education is given and the idea that MA and PhD degrees may be taken with a little work might have affected the result. The percentages of the female and male students who did not have any educational goals were equal and the percentages of the females and males who had not decided on their educational goals were close. 9.8% of the females aimed BA, 29.3% aimed MA degree. 17% of the males aimed BA, 26.1% aimed MA degree. Females (35.3%) wanted a PhD degree more than males (31.4%) did. As Yıldırım (2007) stated females consider education more important than males do. This finding may show that females are in the need of proving their worth. The percentages of freshmen and seniors who did not have any educational goals or did not decide on their