The purpose of this study is to identify the teaching methods and contents used in seven undergraduate environmental general courses at a national university, and to assess these courses' effects on students' environmental literacy. A nonequivalent control group design was used to collect quantitative data. Classroom participatory observation was used to collect qualitative data. The results of this study showed that these environmental courses emphasized too much on the cognitive domain; however, the teaching objectives on affection and behaviors were neglected. Almost all of the environmental courses could not enhance students' environmental action and environmental literacy on affections. Therefore, recommendations for undergraduate environmental general courses, such as goal setting, enhancing the affective domains of environmental literacy in teaching contents and strategies, promoting problem solving and collective environmental action strategies, are provided in this study.