Purpose: The purpose of this paper is to discuss how technological tools, such as Web 2.0 and online learning management systems, can be utilized to improve Millennials' educational performance. Design/methodology/approach: An exploratory survey of Millennial business students was conducted to measure their self-reported use and perceived effectiveness of a variety of hardware, traditional, and Web 2.0 tools. Findings: An exploratory study of business students finds that course websites and online assessments are the technological tools they report using most often. The technology tools that business students perceive as most effective include personal computers, laptop computers, course websites, discussion groups, message boards, and online assessments. Research limitations/implications: This exploratory study looked only at business students' self-report use and perceived effectiveness of technology tools. Future research is needed to examine other college students beyond business, to measure actual use and effectiveness, and to incorporate input from faculty on the use and effectiveness of technology tools. Practical implications: In this paper, the authors discuss how technological tools, such as Web 2.0 and online learning management systems, can be utilized to improve Millennials' educational performance. These tools can meet Millennials' need for affiliation, low ambiguity, immediate feedback and a personalized learning experience. Social implications: The Millennial generation is very different from the Generation X or Baby Boomer professor who is trying to effectively teach them. With a better understanding of students' perceptions, business faculties can better utilize technology to improve their Millennial students' performance while providing them with an active, engaging educational experience. Originality/value: The focus of this paper addresses how to better utilize the technological aptitude of Millennial business students to enhance the students' educational performance and improve business faculty effectiveness. (Contains 3 tables.)