The focus of this research was to examine the learning characteristics and perceptions of college freshmen and sophomores at a small liberal arts university who identify as Generation Z. Born between 1995 and 2012, research is inconclusive on how this cohort learns and whether the educational needs and expectations of this generation are being adequately and effectively addressed in the college classroom. The integration of technology in Generation Z's learning process is also inconclusive. Characterized as the first true digital natives, do educators understand how Generation Z processes information and how, or whether, technology has changed the way they think? Currently, there are at least three generations of professors serving in the classroom -- Baby Boomers, Generation X, and Generation Y, also known as Millennials. Collectively, their educational experiences and historical perspectives span more than five decades. This research will also consider the implications of generational theory relative to the learning experiences of college-age students who identify as Generation Z. In this study, a qualitative research design was used for its interpretive and descriptive properties. As the primary instrument for data collection, field work was conducted in a natural setting through Zoom and telephone interviews with eight freshmen and sophomores in the Generation Z cohort. One-on-one recorded interviews were conducted with students who identify as Generation Z and are enrolled in a general education course. Seven faculty members, who teach general education courses, also participated in this study by completing questionnaires online. [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.]