Motivation is critical to the quality of student engagement and achievement in school (Bruene, Xiang, McBride, and Guan, 2004). The present study, therefore, employed a longitudinal design to examine student’s motivation and performance in required a table tennis program conducted during their regularly scheduled physical education classes. Therefore, the purpose of this study was to investigate the relationship between learning motivation and table tennis learning outcomes of college physical education. In addition, these study investigated the comparison of different skill levels of table tennis on learning motivation in college physical education. There were 271 fresh college students participating in this study. The table tennis skill and knowledge tests were used to assess their learning outcomes. The ARCS questionnaire was used to measure the college students?learning motivation. The students?learning outcomes were divided into three levels as high skill, intermediate skill, and lower skill. The results indicated a significant relationship between attention, satisfaction, table tennis knowledge, and table tennis skill (r= .20, .17, .23, & .97, p< .05). The results also pointed out a significant relationship between attention, relevance, confidence, and satisfaction (r= .29, .30, & .40, P< .05). The regression model revealed that satisfaction and attention in physical education were major components of learning motivation for table tennis performance (r= .23 & ,27; ? .19 & .14; t=3.10 & 2.56, P< .05). The findings also indicated that higher skill students were significantly higher score than the intermediate skill and lower skill students on attention, confidence, and satisfaction. Keyword(s): college level issues, physical activity