This study was conducted with college students attending six departments during the 2010 academic year. The purpose of the rese-arch was explained to professors of the five departments except the researcher’s department from the 5th to 30th of June, 2010. After consent was obtained from each department, data collection was obtained via responses to a questionnaire. A total of 800 questionnaires were given and 764 (95.5%) were used for data analysis. Real number and percentage of data collected were calculated for the general characteristics of the subjects with SPSS PC/12.0 program and cross-tabulation was conducted to examine the current level and importance of college students compared to major goals of college according to departments and all students. The results of this study are summarized as follows. 1) The mean score of the current level of educational goals in subjects was 2.55 and the item with the highest score was interpersonal relationships between upper and lower classmen and companions (M=3.17, SD=.83), followed by vision for the future (M=3.13, SD=.87), and finally, team cooperative task per-formance ability (M=3.08, SD=.75). The items with the lowest scores were English writing ability (M=2.11, SD=.90), English conversation ability (M=2.17, SD=.91), and English reading ability (M=2.23, SD=.88). 2) The average score of awareness of importance for educational goals by subjects was 3.41 and showed a remarkably higher score than the current level 2.55. The item with the highest score was vision for the future (M=4.00, SD=.91), followed by job-related professional knowledge (M=3.88, SD=.85), and major-related knowledge (M=3.85, SD=.85). The item with the lowest score was critical reading ability (M=3.27, SD=.88), followed by computer use and information ability (M=3.51, SD=.86) and logical·scientific thinking power (M=3.55, SD=.86). 3) The items that subjects consider important in their career but currently have low scores are English conversation ability, English writing ability, English reading ability, major-related knowledge, professional knowledge of jobs desired, oral presentation and discussion ability. Although reported low levels for the subjects stated above, they have relatively high desires for education. Consequently, it was found that critical reading ability, team cooperative task performance ability and creativity, and problem-solv-ing ability for a total of 14 items were higher, however, subjects felt they are poor at all stated items related to English.