The purpose of this study was to examine the effect of storytelling and peer coaching classes on the future creativity confluence competency (F3C) and Creativity of University students. To this purpose, an experiment was conducted on 96 university students who took storytelling class and the peer coaching class at S University located in Seoul in the second semester in 2020. The data of 89 students were used to evaluate the difference. This study used the future creativity confluence competency test and a simple integration creativity test. The result of this study was as follows. First, In the storytelling class, there was a statistically significant difference in creative ability among the sub-factors of the future creativity confluence competency, and there was no statistically significant difference in the remaining creative personality, integrated thinking ability, new knowledge and value creation ability. And there was a statistically significant difference in all sub-elements in creativity. Second, In the peer coaching class, there was a statistically significant difference in the future creativity confluence competency test and the creativity test. Third, the difference between the storytelling class and the peer coaching class in the future creativity confluence competency and the creativity was not statistically significant. Subjects utilizing storytelling and peer coaching can improve the future creativity confluence competency and creativity of university students, which can be beneficial to the development of various liberal arts courses in the university.