This research aims to report the relationship between the continuation educational students' motivation, learning styles and satisfaction. The concrete objective includes understanding the motivation for the continuation educational students' to back school for continue learning; the learning styles of students. The relationships between the three factors is further explored under different environments. The commendations are therefore based on the findings as the reference for those institutes, which may be interested. The data was collected and analyzed through software SPSS 11.0. Both literature review and questionnaire survey were utilized. The sampling was drawn from an institute of Continuation Education in southern Taiwan. Finally, according to the results and investigations, findings and conclusions were come up along with recommendations. 1. The learning motivation in continue education is higher in average, particularly in knowledge pursuit. They also demonstrate high appreciation toward the improvement of skill and professional te4chniques to meet social expectation. In addition, the motivation of elder students is higher than younger students. 2. The interactions between lecturers and students are well, and lecturers tolerate the teaching materials or methods to meet the requirements of students, so that the degrees of satisfaction are high. Moreover, the older I age, the higher in satisfaction. 3. The students of continue education are unsatisfied with the study environment, due to old buildings and out of data facilities. 4. There is a positive correlation between learning motivation and satisfaction, it means that the higher learning motivation, the higher leaning satisfaction. However, there is no statistical correlation between learning styles and motivations, neither between learning styles and satisfaction.