General studies were instituted in Peruvian universities to promote comprehensive training, prior to specialized studies. This study seeks to recognize the formative and organizational meanings implemented, through the content analysis of the regulations and institutional policy of 50 universities (public and private), representing 56%, selected for their representativeness. The results show the multiplicity of formative senses, not always consistent with humanistic training or the integral sense, but, for the most part, with a remedial and compensatory nature in the face of the formative deficit. On the other hand, the formative orientation favors the “isolated” study of the subjects (course-centeredness) and an earlyorientation towards specialization. Likewise, the prevailing organizational sense focuses on management instances of a dependent nature and consumed by others of higher hierarchy, which limit their decisions. In this order, the implemented senses progressively move towards the reform promoted by university law.