The Internet, which has become widespread in daily life, also increases its impact on educational processes. While this situation sometimes paves the way for positive behaviors, sometimes it leads to undesirable behaviors. One of these undesirable behaviors is cyberloafing. One of the reasons for cyberloafing is thought to be the student's satisfaction with the faculty where they study. In this framework, the research aims to determine the relationship between faculty satisfaction and the cyberloafing levels of students in higher religious education. The research was designed according to the relational research model, one of the quantitative research methods. The sample selected by the convenient sampling method consists of 654 students studying at the Atatürk University Faculty of Theology. Three data collection tools were used in the study, and t-test, ANOVA, correlation analyses, and regression analyses were performed on the collected data. As a result of the research, the levels of cyberloafing behavior of the participant students correspond to 'disagree'. The cyberloafing levels of the participants differ significantly according to gender, having a social media account, and willingly choosing the faculty. Significant relationships were found between students' cyberloafing behaviors, their daily internet use, and faculty satisfaction.