Based on a conceptual framework of college impact, this article studies the impact of gender, graduation paths, family cultural capital and disciplines on undergraduates' self-reported learning outcomes of general education courses. The conclusions are as follows: female students report significantly higher learning outcomes of general education courses than male students; students who will enter the labor market after graduation report significantly higher learning outcomes of general education courses than students who will enter graduate school; students majoring in social sciences report higher learning outcomes of general education courses than students from other disciplines. Familial cultural capital has no significant influence on undergraduates' self-reported learning outcomes of general education courses. This article makes exploratory explanations of the above results from two perspectives.