The educational purpose of the curricular breadth encouraged at liberal arts institutions is for students to acquire a variety of skills and knowledge, but it is often claimed that most skills are taught "across the curriculum," and liberal arts colleges tend to downplay disciplinary information when listing their educational goals. In this article, the authors present the results of a study that sought to measure students' perceptions of the various liberal arts disciplines and to determine whether those perceptions changed during the four years of college. (Contains 1 table.)