This research applied Motivated Strategies for Learning Questionnaire-Adapted Chinese version for adult learners (MSLQ-CAL) questionnaire to investigate 501 college students’ learning motivation and strategies toward their disciplinary courses. MSLQ-CAL was generated based on exploratory and confirmatory factor analyses with high internal consistency reliability. Analysis of variance was conducted to examine gender and major differences on the 6 factors within motivation domain and 9 factors within learning strategy domain. Results with BH correction suggested that female students scored significantly higher on time management and organizational strategies; in addition, social science majors exhibited higher performance on task value, self-regulation, time management and self-regulation, as compared to science majors, who also scored significantly higher on test anxiety. These findings provide insight for college counselors and educators to provide targeted service and guidance to enhance male students and science majors’ learning motivation and the use of strategies to become effective learners and to be successful in future career.