Course experience, motivational beliefs, and self-regulated learning strategies may be considered to be important indicators of education quality. Inmates taking education in prison may also experience particular problems related to the learning environment and to their own learning difficulties. The present study investigated the level of these variables and the relationship between them among 534 inmates under education in Norwegian prisons. The results showed that the prison inmates are generally quite satisfied with the education quality, that they are highly motivated, and use appropriate learning strategies. However, many of them experience that problems such as lack of access to computer equipment and the security routines in prison interfere with their education. A structural equation modelling (SEM) analysis showed that motivational beliefs were mediators between course experience and self-regulated learning strategies. These findings were discussed with respect to improvement of the education quality in prisons and to theoretical issues with relevance beyond the prison context. (Contains 1 figure and 2 tables.)