Quality indicators which use in university evaluation can be constructed through different statistical models. In order to more easy to compute and to collect the fuzzy respondent opinions, the authors applied the fuzzy theory and nonparametric statistical analytic techniques to construct the relative weights of quality indicators and to test the homogeneity of their rankings. According to the literature review, the authors found that the university quality indicators included: university image, staffs quality, student performance, research achievement, and teaching quality. The purposes of this paper are to construct and test the fuzzy relative weights of quality indicators of university evaluation according to the senior high school principals’ opinions in Taiwan. The research findings indicated that the different background principals have different opinions on the quality indicators in terms of fuzzy weights. It found that the rankings of the fuzzy weights of quality indicators for university evaluation were not consistent. Public high school principals paid more attention to the indicator of university image. Private high school principals more concerned the indicator of student performance. Senior vocational high school principals more concerned the indicator of teaching quality. Senior high school principals paid more attention on the indicator of student performance. Principals in the northern and southern regions more cared about the indicator of staff quality. Principals in the central regions of Taiwan more concerned the indicator of student performance. However, the relative fuzzy weights of different indicators were not shown on significant difference. In this paper the authors provided the ways how to apply the fuzzy theory to construct the quality indicators of university evaluation and to test the homogeneity of fuzzy relative weights of the quality indicators. The opinions of the quality indicators from the senior high school principals have special meanings and valuable for the university evaluation.