First-generation students are the first in their family to attend college, and typically lack the support networks available to their peers, whose parents completed a four-year degree (Pascarella, Pierson, Wolniak, & Terenzini, 2004). The concerns and challenges of first-generation student success rates compared with their peers who are coming from families that are college-educated speaks to a very different narrative. Their representation has continued to rise as the number of first-generation students continues to increase on college campuses since the early 2000s (Choy, 2001). Pre-college inequalities, particularly among first-generation students, often leave higher education institutions (HEI) stymied for approaches to engage these students. The numbers of first-generation students continue to rise, while this population becomes increasingly diverse, particularly as a new student generation styled as Generation-Z has emerged on college campuses. This single-institution, exploratory, and descriptive survey study (n= 254) profiled first-generation, Generation-Z traditional undergraduate students using the Barratt & Frederick (2007) University Learning Outcomes Assessment (UNiLOA). Results indicate a self-reported gender differential in scores and that involvement opportunities may increase scores across the domains of the assessment. Implications for practice include intrusive and supportive policies to further intentionally engage first-generation, Generation-Z students.