Computer laboratories are among the primary facilities of the modern educational institutions, particularly the universities which offer engineering programs. Substantial portion of the engineering courses include computer laboratory hours for variety of educational activities such as lecturing, collaborative studies and software applications. A breadth of research propounds that the ergonomic factors shaping the educational environments affect student comfort and performance. Most of the educational ergonomics studies have concentrated on the classrooms, and the computer laboratories have been rarely studied. In addition, while most of the previous studies have linked the ergonomic factors to student performance, the importance of ergonomics for educational quality, which is a crucial aspect for in education design, has not been sufficiently explored. The objectives of the current study are twofold: First, the ergonomic factors in the computer laboratory environment were explored and identified. Second, the students rated the perceived importance of the identified factors using the subjective scale developed for this study. The context of the current study was a military academy which offered multiple engineering programs. The study started with a literature review on the main ergonomic factors in educational environments. Next, the ergonomic factors in computer laboratories were explored through a semi-structured focus group interview which included students using the laboratories in their courses. Next, the factors that the literature review and the focus group interview identified were combined into a draft 24-item Computer Lab Ergonomic Factors (CLEF) scale. The draft CLEF scale included eight factors each of which was rated across varying number of items: the layout, furniture, climate, acoustics, lighting, computer hardware, lecturing systems, and cleanliness and decoration. A group of students pre-tested the draft CLEF scale. The pre-test results confirmed applicability of the CLEF scale, and the scale was finalized following slight revisions on the wording of the items. Next, a convenience sample of 126 students rated the perceived importance of the ergonomic factors using the CLEF scale. The results showed that all rated factors were considerably important in varying levels for educational quality. The importance levels of these factors were further analyzed and elaborated. The current study highlighted the significant importance of the ergonomic factors for educational quality in the computer laboratories. The study provided researchers and education institutions with useful information as to which ergonomics factors should be given priority in designing new computer laboratories, as well as in facility improvement efforts. The CLEF scale developed in this study can be used in future studies. The outcomes of the current study are expected to contribute significantly to the existing literature on educational ergonomics and quality.