Abstract: It has become an international consensus for the international engineering education community to strengthen the awareness and ability of engineering undergraduates in providing services for sustainability in their future careers. Based on the social cognitive career theory, this study employs the data from the engineering education and sustainable development survey and examines the influencing factors of sustainability-related career expectations. The results indicate that both curricular and co-curricular experiences have positive direct impacts on sustainability-related career expectations, and career self-efficacy plays a part-mediating role in this process. Moreover, gender moderates several paths between the variables. The results of the study shed light on the design of related curricular and co-curricular practice, and the promotion of students' positive psychological states and the diversification of engineering education.