The competence-based approach is gradually being consolidated as a method for application in university education, based on the solutions proposals in the Tuning project. Along these lines, regulations governing Peruvian universities provide for its application. This study examined students' perceptions regarding the levels of importance and achievement assigned to the generic competences of students enrolled in General Studies at a public university located in southern Peru. For this purpose, a generic competences evaluative questionnaire was used and applied to a representative sample of students from the three academic areas into which the university is structured. The results revealed that overall the average level of achievement assigned to generic competences was lower than the average level of importance attributed to same, revealing shortcomings in teaching and institutional support. These gaps differed according to the academic field in question.