Abstract: 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 and on-line courses 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 a soil science class in Texas. Both positive and negative facts were identified in the study. Examples: 1) 35.8% of respondents represented the first generation in their family to attend a college/university; 2) 19.7% did not purchase the required textbook-of the 80.3% who did purchase it, only 52.8% actually read it; 3) 55.7% indicated that they plan to go to graduate school yet only 34.6% had a GPA of 3.0 or better to meet graduate school entrance requirements; 3) 27.7% feel as though a GPA of 2.0-3.0 is competitive in today’s job market; 4) 39.7% came from urban/suburban backgrounds and 5) 77.9% study soil science 1-4 h per week. By understanding these facts, faculty gain a better understanding of the students they teach. Classroom activities and teaching strategies can then be altered to more effectively reach students interested in soil science.