This paper leaded to the conclusion as followings by using Q-method, one of research methods, applied to the analysis of the curriculum needful for guaranteeing their learning right and for enhancing their learning. First, a total of three types appeared as a result of analyzing the curriculum needful for guaranteeing their learning right and for enhancing their learning through their points of view that the university students majoring in sports had. Second, three classified types were named, ‘preference for major subjects and non-preference for culture subjects’, ‘preference for major subjects and non-preference for major subjects and culture subjects’, and ‘preference and non-preference for major subjects and culture subjects’. The subjects had differences in the points that the university students, classified with the types, thought to be needful for guaranteeing learning right and enhancing learning. Third, as a result of analyzing common features among three types, the students thought to be positive major subjects such as ‘sports & ethics’, ‘elderly sports’, ‘health management’, ‘exercise physiology’, and ‘sports & law’, and they thought to be negative culture subjects such as ‘foundation & employment’, ‘foreign languages such as Chinese and Japanese’, and ‘presentation method’. The common points suggested from three types were the curriculum needful for guaranteeing learning right and enhancing learning of the university students majoring in sports, not subjects in detail. In other words, the students didn't think a certain subject to be needful. They wanted to participate positively in major subjects, rather than in culture subjects. They as well as general students thought understanding to be insufficient.