The economic value of international students to higher education had become important and global competition to attract and retain these lucrative students was fierce. In British Columbia, educational goals were set to ensure that all students receive quality learning experiences and provide maximum economic benefit. Cultural values affect perceptions of service quality and satisfaction, but the problem facing researchers was the need to understand how individual cultural values relate to the formation of satisfaction judgments. Therefore, the purpose of this quantitative, correlational study was to examine the predictive relationship of students' individual cultural values and their judgments of classroom service satisfaction. Empirical tests included Cronbach's alpha, Spearman's rho, and multiple linear regression with Bonforonni correction. Data was collected through an Internet questionnaire comprised of the SERVQUAL and CVSCALE instruments. The sample of 250 adult students had completed at least one on-campus course at the British Columbian university. Overall satisfaction had excellent reliability and internal consistency (a = 0.91) with dimension scales ranging from 0.82 to 0.88. Overall cultural values had good reliability and internal consistency (a = 0.80) and the dimension scales ranged from 0.72 to 0.84. Spearman's rho coefficients were statistically significant with weak effect size between overall satisfaction and uncertainty avoidance (? = 0.26, p < 0.001) and between overall satisfaction and long-term orientation (? = 0.20, p = 0.001). The correlation coefficient between overall satisfaction and masculinity was statistically significant (? = -0.20, p = 0.002). There were no statistically significant correlations between overall satisfaction and any of the other cultural variables. The results of the multiple linear regression models were statistically significant, F(5,248) = 4.42, p < 0.001, R[superscript 2] = 0.08, indicating that approximately 8% of the overall satisfaction variance was explainable by the cultural variables; however, only uncertainty avoidance statistically significantly predicted overall satisfaction B = 0.13, t(248) = 2.35, p = 0.020. The study intentions were completed and contributions made to the expectancy disconfirmation and individual cultural values literature. The analyses provided evidence of statistical and practical outcomes. Recommendations for future research included redefining the sampling criteria to permit comparative analysis, controlling for extreme response style bias, and increasing data sensitivity measures. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]