Many people believe supportive environments inclusive of all populations are of utmost importance. However, a concern centers on the language used to refer to individuals with disabilities, as some support person-first language, and others oppose this practice that became more popular in the late 1980's and early 1990's. Person-first language is the practice of referring to a person before their disability as a form of respect and recognizing them as a person-first and foremost, positioning their disability as secondary. This study of university students gathered the perceptions, awareness levels, and use of person-first language across the university campus environment. Specifically, university students shared the familiarity level and exposure to person-first language, as well as the level of support or opposition of utilizing person-first language. Five hundred ninety five students with a wide variety of academic programs ranked their awareness of person-first language as very familiar (43%) and the university classroom as the most common source of exposure to person-first concepts (45%). Participants rated person-first language as extremely valuable (40%), with some students having no knowledge of the concept (28%), as well as ranking person-first language as having limited or no value (9%). While many study respondents supported person-first language, the majority of those opposed to this concept fell in the age range of 20 years old or younger. Factors influencing the use of person-first language based on age, gender, and academic discipline, including encouragement or opposition of person-first language, are highlighted in detail.