Abstract: Objective To analyze the status quo of teaching behaviors of teachers in a medical university and identify the factors affecting teaching behaviors to improve the teaching quality. Methods All the staff conducting direct teaching in a medical college were investigated by cross-sectional survey and case-control study. Logistic regression model was established, with the results of teaching quality as dependent variable and influential factors as independent variable. The case-control study was conducted by one-way analysis of unconditional logistic regression and logistic multivariate analysis. Results The differences in teaching quality among 38 various teaching behaviors of the university teachers were significant. Four factors in teaching behaviors were found to influence the improvement of teaching from poor to excellent quality, 6 affecting improvement from moderate to excellent and 7 from poor to moderate. Conclusion The critical teaching behaviors affecting teaching quality vary with different levels of teaching quality and potentials of improvement, and the closeness of the association also varies.