The purpose of this study is to examine the measurement invariance of CEQ across gender of Malaysian undergraduate students in two public universities. A survey method was employed for data collection. A total of 315 undergraduate students in two Malaysian public universities responded to 23 items measuring five scales of Good Teaching, Generic Skills, Clear Goals and Standards, Appropriate Workload, and Appropriate Assessment. Covariance Based Structural Equation Modelling was used as the analysis method. A multigroup analysis of invariance was performed to examine measurement invariance across male and female students using AMOS 20.0 computer software. Findings showed that configural invariance was fully supported whereas metric invariance was partially supported across female and male groups. This study has shown the satisfactory psychometric properties of CEQ 23 with only one item that was found not convey the same meaning across gender. Findings could be used as the empirical evidences to compare with the future empirical-based CEQ studies.