The purposes of this study were (1) to separately compare the differences between male and female students of perception to teachers’ teaching styles, motivation, and learning satisfaction; (2) to explore the relationships of perception to teaching style to students’ motivation and learning satisfaction. (3) to explore the effects of canonical correlation analysis of teaching style of physical education on students’ motivation and learning satisfaction. (4) to determine the utility of teachers’ teaching styles in motivation and learning satisfaction. The participants were 212 students(male 48, female 163) on Takming University of Science and Technology. “Teaching Style Inventory”, “Sport Motivation Scale”, and “Learning Satisfaction Inventory” were administered to the subjects. The following results were found: (1) There were no significant differences of perceptions to teachers’ teaching style between male and female students. (2) There were significant differences to motivation between male and female students. The “extrinsic motivation” of male were better than female. (3) Teaching attitude was the major factor to affect students’ motivation and satisfaction. (4) Teaching style to motivation and learning satisfaction have reached two significant levels. The canonical variables χ1 andχ2 were able to explain up to 29.29% of total variables of students’ “Motivation” and “Learning satisfaction”. (5) The teachers’ teaching style could predict students’ motivation and learning satisfaction. According to the results, some applications of the study and suggestions for the future study were offered.