<![CDATA[Currently, private schools often confer a “king” status upon students to secure financial sustainability, undermining character discipline to maintain consumer loyalty. Driven by this phenomenon, this study aims to analyze the relationship between student satisfaction and character internalization through the perspective of Quality Science to contest the dominance of educational commercialization. The qualitative method employing a library research design reveals a significant polarization in the literature. The pro-service camp undermines educational quality by prioritizing physical service activities that cater to students, thus compromising moral engagement. Conversely, the pro-character party seeks to restore moral discipline but sometimes lacks cohesive managerial structures, thereby disregarding students’ administrative rights. This study promotes a conceptual shift from hedonic to eudaimonic satisfaction to address this deadlock. In a comprehensive Quality Science framework, optimal service is achieved when schools view students as co-creators of quality, deriving authentic satisfaction from surmounting moral disciplinary challenges rather than solely attaining physical comfort. In conclusion, school management must integrate ethical rigor with standardized service governance, and the government should revise quality accreditation processes to eliminate bias towards physical facilities.]]>
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