This study aimed to investigate the relationships among undergraduate students' exercise experience, perceived risks, and learning outcomes after they completed scuba diving certification courses. The effects of students' swimming abilities (3 levels; low, median, and high) and ways of course time arrangement learning style (2 levels; distributed v.s. massed practice) on the scuba diving learning outcomes were also examined. A purposive sampling procedure was used to recruit 150 undergraduate students as participants, of whom 120 took a diving practicum course and 30 took open water diver certification courses. Participants were required to complete a researcher-edited 1-5 Likert's scale questionnaire, entitled 'The learning outcomes survey of the scuba diving certification course', at the end of the courses. Researchers applied statistical techniques such as t test, one-way ANOVA, and Pearson correlation to analyze collected data. Results show that 1. In terms of exercise experience, participants have very positive feedbacks on both psychological and physiological perceptions. The physiological perceptions is particularly higher (M=4.21). 2. Among the variables of perceived risks, equipment and weather risks are the 2 most concerned risks (M=4.31 & 3.94). 3. Learning outcomes positively correlates with exercise experiences (r=.39, p< .05) and psychological perception (r=. 49, p < .05). No correlation was found between learning outcomes and physiological perception. 4. Both students' swimming ability and time arrangement of the course learning style have no effect on scuba diving learning outcomes. Our conclusions are 1. Learning outcomes positively correlates with exercise experiences. 2. Participants are most concerned about equipment and weather risks during scuba diving. 3. Swimming ability is not a significant factor affecting scuba diving learning. 4. Short-term massed programs and long-term distributed programs can enhance the learning outcomes for scuba diving certification courses.