This study examined the impact of college general education science-technology-society (STS) and Physics courses on students' views about STS interactions. Two samples of convenience took part in the investigation, one consisting of 138 students enrolled in an STS course, and the other of 122 students enrolled in a physics course. Data were collected using 16 multiple-choice items selected from the "Views on Science-Technology-Society" (VOSTS) item pool, an empirically developed instrument, as a pretest and posttest. A new scoring procedure was developed for the VOSTS items, in which responses were classified as either Realistic, Has Merit, or Naive, with ordinal point values of 3, 2, or 1, respectively assigned to the categories. This allowed hypotheses to be tested using inferential statistics. The findings implied that general education physics courses should not be expected to help students develop more realistic understandings of STS interactions. Also, STS general education courses will have room for improvement if it is desired that they help students build appropriate views about STS interactions. Contains 34 references and 18 tables of statistical results. (Author)