This mixed-methods study determined if there was a correlation between generation and student performance in a radiology program. By addressing this gap in the literature, radiology programs may adjust their delivery methods in order to improve student performance and meet the growing demands of the healthcare workforce. Due to economic changes multiple generations are both in the classroom and entering or remaining in the workforce. This dynamic results in a classroom of multiple generations and impacts what type of curriculum delivery will best fit the needs of the students. Four characteristics were used as the variables for clinical performance, and the final exam score was the variable for didactic performance. The four characteristics that were selected for the study based upon research of allied health student characteristics were professionalism, ability to work with others, patient care and critical thinking. The Final exam score was the chosen variable based on it being a cumulative exam given during the program used to simulate the registry. The registry is exam students take upon program completion in order to be a registered technologist. Upon completing the data analysis, it was determined that generation does play a role in a student's clinical performance. Generation has a correlation to critical thinking as well as the ability to work with others; however, it does not have a correlation to patient care or professionalism. Generation does not play a role in academic performance either. Based on these results, an interview group was able to determine several ways to integrate programmatic changes that could help improve student performance. The group concluded that students should collaborate with other allied health programs on campus as a way to improve ability to work with others. For critical thinking the group consensus was to provide more situational scenarios in the simulation lab. Due to the lack of correlation between academic performance and generation a practical application of the data was used. It was determined that those students who fell below a 70% on any exam would receive additional tutoring after class to improve academic performance. Improving student performance may allow an institution to better meet benchmarks set by outside agencies that must be met to continue receiving certain accreditations as well as financial aid. Another positive outcome of improving student performance is to meet the growing demands of the allied health workforce. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]