The outcomes-based learning (OBL) approach focuses on academic outputs rather than educational input for quality assurance (QA) and quality enhancement (QE). The practicality and feasibility of adopting OBL in engineering education are questionable. Little is known about how students in different academic levels perceive OBL in engineering education. This paper aims to fill this gap through a study designed to obtain and evaluate perceptions of students of the effectiveness of adopting OBL in civil engineering education. Data was collected from 79 students enrolled in four different undergraduate and graduate civil engineering courses. Students' perceptions were collected through a questionnaire distributed on students at the end of the offering semester. Findings demonstrated the feasibility and effectiveness of adopting OBL in civil engineering courses to support student learning and improve their understanding of course topics. Students of the senior- and graduate-level courses held more positive attitude towards the value-added learning offered by OBL-based courses rather than students of the junior-level courses.