The purpose of this study was to develop and validate the quality of the Student-Faculty Interaction Scale (SFIS) for Korean four-year college and university undergraduates. To develop items assessing students’ recognition of the quality of interaction with faculty, its potential dimensions were explored. Participants were 214 juniors and seniors who had experiences with faculty in person before the COVID-19 pandemic. Exploratory factor analysis was conducted on these students to examine underlying factors of the quality of student-faculty interaction in Korea. As a result, 35 questions for six factors were derived: intimacy and comfort (7 questions), interest and understanding (6 questions), motivation to maintain a lasting relationship (5 questions), student-centered teaching activities (6 questions), high-level academic support (5 questions), and career information provision and support (6 questions). To confirm the validity, confirmatory factor analysis was conducted on 531 undergraduates attending four-year colleges and universities in second-order factor structure. In addition, cross validity was confirmed by correlations between the quality of student-faculty interaction sub-scales and a sense of belonging. Finally, the psychometric properties of the quality of the SFIS, including internal consistency reliability and concurrent and convergent validity, were satisfactory. Based on the results, we discuss strategies to enhance an understanding of the quality of student-faculty interaction in Korean colleges and universities and to support meaningful interaction.