The　college　impact　model　provides　a　valuable　framework　for　explaining　various　college　student　learning　outcomes.　However,　few　quantitative　studies　have　examined　the　effectiveness　of　college　impact　model　in　explaining　engineering　undergraduates＇　sustainability　consciousness,　a　critical　learning　outcome　in　engineering　education.　This　study　proposes　a　modified　college　impact　model　to　test　the　structural　links　among　curriculum　experiences,　sustainable　agency　beliefs,　and　engineering　undergraduates＇　sustainability　consciousness,　and　to　explore　the　moderating　effect　of　gender　on　the　structural　model.　Data　are　collected　from　1804　senior　engineering　students　enrolled　in　five　traditional　engineering　disciplines　at　14　first-class　engineering　universities　in　China.　Structural　equation　modeling　was　used　for　testing　the　research　model.　The　results　demonstrate　that　(1)　curricular　emphasis　has　a　significant　direct　impact　on　all　three　dimensions　of　students＇　sustainability　consciousness,　while　instructional　practice　has　a　significant　direct　influence　on　the　sustainability　knowingness　dimension;　(2)　both　curricular　emphasis　and　instructional　practice　have　a　significant　indirect　influence　on　sustainability　consciousness　through　the　full　or　partial　mediation　of　sustainable　agency　beliefs;　and　(3)　gender　moderates　several　paths　in　the　structural　model.　Theoretical　and　practical　implications　are　provided,　and　suggestions　for　future　research　are　offered.