The purpose of this study was to examine the influences of comments including the gender-role expectations on university students’ self-presentation. We also examined whether the influence on self-presentation varies depending on the receiver’s sex and gender-role view. One-hundred-seventy nine university students (58 male and 121 female students) participated in this study. The participants were divided into eight groups according to sex, experimental conditions on gender-role expectation, and gender-role view. Their self-presentations were measured by M-H-F scale with 3 characteristics of gender-role related to masculinity, humanity and femininity. The main results were as follows: (1) When receiving the traditional gender-role expectation, male students presented masculinity more than did female students. (2) Female students who received the non-traditional gender-role expectation presented more masculinity than did other female students who received the traditional gender-role expectation. (3) When receiving the traditional gender-role expectation, female students presented more femininity than did male students. (4) Male students who received the non-traditional gender-role expectation presented more humanity than did other male students who received the traditional gender-role expectation. (5) When receiving the non-traditional gender-role expectation, male students with high traditional gender-role view presented more humanity than did male students with low traditional gender-role view.