General education requirements are a cornerstone of the U.S. system of higher education, making up approximately 30 percent of the average undergraduate degree program (Brint, Proctor, Murphy, Turk-Bicakci, & Hanneman, 2009). While there appears to be a consensus among U.S. educators and employers that general education is a valuable component of undergraduate education (AAC&U, 2008), little information is currently available regarding how students themselves view general education curricula. One university that has demonstrated an interest in learning more about its students' aspirations for general education and how the general education curriculum impacts the undergraduate student experience is Virginia Tech. Undergraduate students at Virginia Tech are required to complete courses in seven different thematic areas in order to fulfill general education requirements. The general education component of the undergraduate curriculum is referred to as the Curriculum for Liberal Education (CLE), and it constitutes approximately 25-30 percent of undergraduate degree requirements. During the 2009-10 academic year, the two undergraduate student members of the University Curriculum Committee for Liberal Education worked with their faculty mentor and the committee chair to develop and administer a student survey aimed at gathering student perceptions of the CLE. This voluntary survey, known as the Student Perceptions of the CLE Survey, was developed in consultation with Virginia Tech's Office of Academic Assessment and was administered during the Student Government Association's electronic voting process during the spring 2010 semester. Although results from the CLE Survey were utilized within the Virginia Tech community to guide the development of the CLE, for the present study the authors conducted additional analysis on this data set. This article examines student perceptions of the Association of American Colleges and Universities' four essential learning outcomes and potential relationships between faculty teaching practices and student satisfaction regarding the extent to which the CLE has helped them to acquire a broad general education. Results indicate a gap between learning outcome importance and opportunities to develop outcomes. (Contains 3 tables and 1 figure.)