<p>While syllabi and their learning outcome statements may not reflect all classroom practices, the document is often the first information students receive upon starting a course, and it formally communicates what students are meant to take away from the learning experience. This paper presents a quantitative content document analysis of the explicit outcomes presented in general education (non-majors) biology lab syllabi. Using a stratified random sample of syllabi collected from 63 US higher education institutions, we applied Dettmer’s learning taxonomy to analyze student learning outcome (SLO) statements, ascertaining their learning foci, domains, and stages. Our analysis found that developing content knowledge, understanding major theories, and performing scientific methods comprise the majority of learning outcome statements for the non-majors biology lab. Further, most outcome statements in our sample were cognitive in nature, with fewer statements addressing social or affective aspects of learning. We also found that most outcome statements are written at the basic or applied learning stages, with few using language aligned to the aspire level. We discuss the opportunity to make learning outcome statements in biology labs more inclusive of other learning domains and a broader array of learning foci.</p>