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Higher education institutions have undergone extensive changes and drastic reforms with a dynamic agenda to improve quality in teaching- learning environment. These institutions are now implementing more systematic and formalized systems for enhancing quality. This study aims at exploring and comparing the teaching-learning quality indicators from the perspectives of graduating students through descriptive survey approach. Sample was selected through random sampling technique and data collection instrument was a five point Likert-type scale questionnaire. Quality indicators are specified as organization of course content, students’ contribution towards learning, learning environment, learning resources, quality of content delivery, assessment, tutorial and practical. The results revealed that a major difference exist present between the responses of post-graduate students across three faculties. Management Sciences students scored higher on subscales of content organization, students’ contribution and tutorial whereas Social Sciences students had more emphasis on learning environment, learning resources and quality of content delivery. Languages students perceived practical as most important quality indicator. It was concluded that students may be sensitized to give authentic feedback for improvement of learning environment. In addition to this, students’ participation may be enhanced in external reviews of programs. Lastly, teachers may be given training to improve teaching competence.