The objective of the study was to recognize the self-perception of students linked to undergraduate programs of a faculty of business sciences regarding the development of transversal learning. It corresponds to research designed under the empirical-analytical paradigm, the quantitative approach and the nonexperimental deductive method - transectional of descriptive level. Considering a population of 4,000 individuals enrolled in the School of Business Sciences, the sample was estimated at 369 participants -95% reliability and 5% margin of error-. An instrument of 32 items with five dimensions was used for data collection: critical reading and writing, assertive communication, quantitative reasoning, citizenship exercise and responsibility, and appropriation/use of information and communication technologies. The data were processed and analyzed through descriptive statistical procedures. The findings show that most of the study participants were located in the 'moderately developed' options for each of the formulated items, which shows that cross-cutting learning requires further strengthening from the pedagogical strategies of teachers for comprehensive training. Therefore, it is concluded that the transversal learning of students enrolled in programs in the area of business sciences for the context of study requires further development and strengthening, especially those associated with critical reading and writing both in the mother tongue and in a second language, assertive communication in a second language, and quantitative reasoning.