This study aims at examining aspects of gender differences on how the organizational learning of student affairs educators in higher education affects their job self-efficacy. A total of 1,104 samples were collected from various universities in Taiwan, based on the list of student affairs educators of the 2012 academic year. Among the responses, 718 (359 males and 359 females) were valid for further analyses. The results showed that the organizational learning of student affairs can notably predict educators' job self-efficacy. That is, information distribution and interpretation exert the greatest effect on job self-efficacy, followed by organizational memory and knowledge acquisition. The results also revealed that gender differences regarding the influence of organizational learning on job self-efficacy are twofold: the influence of knowledge acquisition and organizational memory on student counselling, as well as the influence of organizational memory on communication/adaptation and administrative competence.