This study examines the effects of S university’s tutoring program on students’communication, problem-solving, and self-directed learning abilities, and the differences in these competencies based on student variables. To collect data, pre and post surveys of 372 students(184 in the experimental group and 188 in the control group) were conducted. The results showed that the communication and self-directed learning abilities of the experimental group were significantly higher than those of the control group, and had significantly improved after the program. In addition, significant differences in communication, problem-solving, and self-directed learning abilities were found depending on the department to which the students belonged. In particular, the communication and problem-solving abilities of the Humanities group were higher than those of the Science and Engineering group. These results suggest not only that the tutoring program is effective in improving university students’communication and self-directed learning abilities, but also that it is necessary to establish strategies to cultivate students’ problem-solving abilities and to provide differentiated support for each department.