The　international　engineering　education　community　has　reached　a　consensus　regarding　the　need　to　enhance　engineering　students＇　awareness　of　and　capability　to　provide　sustainable　services　in　their　future　careers.　Based　on　a　modified　college　impact　model,　this　study　analyzed　the　impacts　of　curricular　emphasis,　curricular　instruction,　and　sustainability-related　career　self-efficacy　on　the　sustainability-related　career　expectations　of　engineering　students　and　investigated　the　moderating　effects　of　gender　on　the　relationships　among　the　research　variables.　The　results　show　that　both　curricular　emphasis　and　curricular　instruction　have　direct　positive　effects　on　the　sustainability-related　career　expectations　of　engineering　students;　sustainability-related　career　self-efficacy　plays　a　partial　mediating　role　in　this　process;　and　gender　significantly　moderates　the　influence　of　curricular　emphasis　and　curricular　instruction　on　sustainability-related　career　expectations.　The　findings　of　this　study　provide　empirical　evidence　that　can　be　used　by　higher　education　institutions　and　engineering　educators　to　enhance　the　belief　of　engineering　students　in　their　ability　to　solve　sustainability-related　issues　in　their　future　careers　and　promote　the　diversification　of　engineering　education.