At many universities, there are broad learning goals expected of all undergraduates; including critical and creative thinking, information and scientific literacy, communication, quantitative reasoning, diversity; and depth, breadth and integration of learning. Department often align their learning goals as much as possible, to these goals. To gain an assessment of Animal Science student’s broad abilities, we conducted a survey in 2 semesters to gain a qualitative assessment of student learning related to these broad goals. The classes included Intro. Anim. Sci. (101); Comp. Anim. Nutrition (a university General Biology course open to all majors); AS 285, Rights and Welfare; AS 350, Anim. Reproduction and AS 464 Comp. Anim. Management, a university Capstone course (primarily AS majors with others). The approximately 200 students were more than 80% under 24 years of age, female, Caucasian, with an even distribution of grade levels. For learning information literacy, over 90% of students went to the Internet first to find information, 40 to 55% to textbooks, 20 to 30% to scientific journals, 50% to notes, and only 10% to experts. For information literacy, approximately 55 to 75% self-identified as being comfortable (C) or very comfortable (VC) on using Internet sites from general, university, government agencies, and companies. For scientific and quantitative literacy AS students reported 67, 78, 77, and 65% C and VC on finding and reporting quantitative data, comparing data from graphs and tables, making conclusions from data and preparing graphs and tables. For general communications, on average, AS students reported C and VC at 69, 78, 68 and 56% for communication using verbal conversations, essays, presentations and long papers, with an improvement from start to end of semester of 7, 5, 12 and 13%. For communication on specific AS topics; for writing, oral, using social media, engaging in discussion and explaining complex issues, they reported C and VC at an average of 73, 61, 57, 63 and 56%. Improvement in during the semester was 6, 6, 11, 7 and 17% (a 35% improvement in “explaining complex issues”). Animal science courses can be used effectively to teach broadly applicable skills as well as subject specific skills.