This study assessed those areas of the college general education curriculum that are rated as most important to entering college students and those areas of the curriculum in which students feel the most confident (i.e., in terms of their abilities). Focus was on assessing the effects of the general education requirements that were established in 1988 at the University of Louisville (Kentucky). In the summer and fall of 1992, 756 first-year college students were assessed using a 23-item questionnaire that listed skills and outcomes of general education (e.g., being able to write well). Items were rated on five-step scales of importance and confidence. Various statistics (mean scores for item ratings, correlation coefficients describing relationships among ratings, and factor analyses) were calculated. Students rated as highest in importance several items related to communication skills (effective speaking and writing). Items related to science, mathematics, and history were toward the middle. Items low in importance were those related to the arts. A similar pattern was found for confidence ratings. Mean importance ratings and mean confidence ratings were positively correlated. Separate factor analyses were done on the importance and confidence ratings; results were similar for both. Five factors accounted for about 60 percent of the variance in ratings (historical/cultural understanding, science/mathematics, arts, communication, and behavioral science). Three figures; 15 tables; and 3 forms of the attitude measure are included. (Author/RLC)