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Background: Antenatal classes orientation to increase knowledge, attitudes and practices of pregnant women in prevention of complications and antenatal visits. It-s performance was measured through input-process-output indicators. Process indicators are important because measuring its implementation which leads to meeting the needs and satisfaction of mothers. The low participation in antenatal classes was the effect of not optimizing process, both from dimensions of facilitators, participants and implementation. Purpose: The study purpose was explaining antenatal classes performance based on the success indicators of process from mothers perspective. Methods: A qualitative research exploring performance of antenatal classes from the success indicators of process. The main informants as many as 8 pregnant women participants of antenatal class were selected by snow-ball sampling from 5 PHC in Semarang city. Testing of validity and reliability with source triangulation. Data was collected by indepth-interviews and analyzed by content analysis. Results: The implementation of antenatal classes did not meet mothers expectation who are participants. In facilitator dimensions, conventional learning with face-to-face methods were felt to be ancient, monotonous, less interesting and boring. Communication and interactions were one-way and some information received even frightening some mothers. The tools used were simple and inattractive. In participant dimension, frequency of attendance was lacking because busy with housework and generally classes take place in the morning. Intensity of discussion was lacking because all materials already exists in MCH Handbook and could be read at home. Barriers to implementation dimension especially at the timing of activities that were not in accordance with time availability of mothers. Conclusion: Implementation time, perceptions and methods were obstacles to performance process. Continuous socialization, improving the ability of positive communication techniques and strengthening networks become the solving strategies. Need to development of comprehensive and creative health education model.