Students studying soil science today are different than students from years ago. Many have careers and families while attending school. Furthermore, self-advising, web registration, on-line courses, etc. have substantially altered the path many students take to the classroom. Responses to this anonymous 50 question survey assess the demographics, background, study habits, and perceptions of students in the modern soil science classroom. Both positive and negative trends were identified in the study: •34.4% represent the first generation of their family to attend college/university •40.7% come from an urban/suburban background •21.9% did not take high school agriculture classes •25.8% feel as though their social life has negatively impacted their study habits •84.9% work while attending school; some as much as 40 hours/week •74.2% are not members of a professional organization such as SSSA •23.5% did not purchase the required textbook •53.5% who purchased the required textbook actually read it •36.7% did not meet the chemistry prerequisite prior to enrolling in soil science •57.1% indicated they plan to go to graduate school, but only 38.3% had a GPA of 3.0 or better to meet graduate school entrance requirements •47.2% study soil science 1-2 hours per week •10.2% “party” 3 or more nights per week •29.4% feel as though a 2.0-3.0 GPA is competitive in today's job market By understanding these trends, faculty gain a better understanding of the students they teach. Classroom activities, teaching strategies, etc. can then be altered to more effectively reach students with an interest in soil science.