The purpose of the study is to examine the relationships between sex-role and learning achievement in the university of technology. This is a survey study. 323 subjects completed the self-directed learning questionnaire. The data was analyzed by statistical techniques such t-test 、Pearson product-moment correlation chi-square test、and one way ANOVA. The results were as follows： The parents with social and economical status, “careers”, “Gender Differences test” would obviously affect difference gender. Significant difference was found between traditional men-science-major and nontraditional men-science-major on “Gender Differences test”. There was interaction among gender, traditional men-science major and nontraditional men-science-major on “Gender Differences test”. Significant difference was found between difference sex which belong to traditional men-science-major on the Physical achievement. Gender had main effect in the English achievement. Semester and subject had no main effects in the English achievement. Gender had main effect in the English achievement. In the Chinese achievement, gender 、semester and subject, gender and subject had interaction, gender had main effect .But semester and subject had no main effects 、semester, subject had no main effects. In traditional men-science major, there were significant differences between male and female students in “Gender Differences test” , Calculus and Physical achievement. Finally some suggestions for students、teachers, schools were proposed according to the results.