How to grasp the educational direction of “teaching people to educate people” by combining the courses of Civic Politics is an urgent problem for educators. In this paper, we designed a self-administered questionnaire “Questionnaire on Teaching Reform of Civic and Political Education Courses for Financial Management Majors”, and collected data from 800 students in a university as a sample. ANOVA method, indicator correlation analysis method and multiple linear regression model are proposed to analyze the data collected from the 800 valid samples, and summarize the current situation and characteristics of the sense of access to the Civic and Political Education course of college students. The correlation between grade and college students’ access to civic and political education classes is not significant. The regression effect of major on the total scale of college students’ sense of access to civic and political education classes (β = −0.065) was relatively significant, with the most significant regression effect (β = −0.068) on the dimension of emotional access, with an explanatory variable of 0.3%. The impact of teaching reform was significantly influenced by the four variables: school support, teachers’ teaching behavior, students’ learning behavior, and teaching-related conditions. Teaching-related conditions have the most significant effect on teaching reform, with an absolute value of beta of 0.438. The research results of this paper provide new perspectives for universities to explore high-quality reforms in teaching Civic and Political Education.