Background. Quality healthcare can be assured by fostering quality teaching-learning process. Students are well-equipped to judge the quality of the teaching-learning process. Consequently, students’ satisfaction should be considered for the improvement of quality teaching. Objective. The study aimed to explore how far the University of Gondar (UoG) provides quality pharmacy education based on the perspective of students using the validated Instructional Skills Questionnaire (ISQ). Methods. A cross-sectional survey was conducted on May 2018 GC on 105 pharmacy students at the University of Gondar, Northern Ethiopia. Data were collected using the suspected demographic information and the validated Instructional Skills Questionnaire (ISQ). Data were entered into IBM SPSS Statistics® version 25, and the results of the analysis were described using descriptive and inferential statistics. A letter of ethical approval was obtained from the ethical review board of the University of Gondar prior to data collection. Results. More than half (58.6%) of the participants were female, and 85.1% of the subjects aged between 21 and 25 years. The highest students’ satisfaction was in the ISQ dimension of explication (58.03%) followed by instruction (56.13%) and comprehension (52.78). Student’s T-test showed that extension (night-shift) students have a higher average satisfaction score (3.54 ± 0.34) compared to regular (day-shift) students (3.31 ± 0.41) (t (103) = 2.422, p = 0.017 ). Similarly, fourth-year students showed higher average satisfaction (3.54 ± 0.33) as compared to fifth-year students (3.28 ± 0.42) (t (103) = 3.41, p = 0.002 ). Conclusion. In the present study, a higher students’ satisfaction was obtained about explication (58.03%) among seven ISQ dimensions, while students’ satisfaction related to activation was minimal (49%). Students’ satisfaction related to the learning outcome was found to be relatively high (67.23%). The study also showed that there is a significant difference in students’ satisfaction within the different study programs and years of study. Hence, the instructors should work to improve students’ satisfaction, thereby increasing the number of qualified professionals in the market.