Population theorists have described different generations according to their demographics and the key life events they grew up with. Accordingly, these collective life experiences result in particular attitudes and behaviors that may characterize a generation. The Millennial generation was born from 1981 to 1999. Key events in their formative years include 9-11 and a decade of international wars. Millennial students have been shaped by immersion in technology, and by the nurturing of overprotective (“helicopter”) parents. This generation of students is said to be optimistic, generous, open-minded and team-oriented. They value association to others, have high expectations of technology and are accustomed to structured environments, and to receiving regular feedback. Their challenges may include a lack of experience with unplanned environments and a tendency to worry (1,2). At the University of Central Florida we have built a new medical school that has graduated its first class and received full accreditation in 2013. This has been a rare opportunity to design a new curriculum and build new facilities. Our curriculum has three phases: 1) Foundations, 2) Systems-based study of disease, 3) Translation to practice. The first two phases are comprised of integrated instructional modules that precede clinical clerkships. Our pedagogic approach seeks to maximize opportunities for active and independent learning and to be congruent with the traits of the current generation of learners. To support the required knowledge base, all our students receive an iPad that is loaded with interactive textbooks and have access to a fully electronic medical library. They are given training in the use of medical databases and reference organization early in the curriculum. We make extensive use of online “self-learning modules” to prepare students for formal classroom activities. Our research on these online modules has identified successful characteristics to include learner control, adherence to instructional design principles in the use of visuals, and the inclusion of self-tests. When compared against segments of the curriculum without such online modules, student performance was shown to significantly increase (3). Our classroom instruction emphasizes co-operative learning to leverage the purported acumen of Millennial students in this kind of learning. The use of team-based learning, case-based learning, simulations and other approaches where group work occurs has the overall goal of using classroom time to engage higher order learning. We have developed software to deploy virtual laboratory classes and also use ADInstruments LabTutor software to author and present case-based learning materials. In both cases students work in groups to solve problems and upload their collective solutions online, giving the opportunity for faculty feedback. Our qualitative research in this area suggests that students are highly accepting of the organizational structure and quality of content but also appreciate how the software supports group process, co-operative learning and that it allows self-monitoring (4). However, when comparing generic feedback to group-specific feedback we found a significant decline in student acceptance for this specific component. Formative assessment provided during the learning process has long been considered an important component of curricula. The need for rich feedback is also a trait associated with Millennial students. We provide extensive formative assessment by giving not-for-credit online quizzes every week throughout the first two years in addition to self-testing embedded in online instructional materials and feedback about cases. Our research in this area shows that the degree of participation in voluntary quizzes is a good indicator of student success in summative assessment. Despite sharing this information with students during orientation, a significant fraction of students still opt not to take online quizzes in a timely manner. In an in-depth interview study we have discovered that fear of judgment, time management, quality of questions and quality of feedback are the major barriers to quiz use. Despite the availability of a lot of formative assessment we find that improving the quality of feedback remains a challenge to satisfy the present generation of students.