The critical literature abounds with examples of possible educational uses of Web 2.0 technology in which students become active participants in the production of knowledge through blogging, social networking, creation of podcasts, and other forms of constructivist education. At the same time, teachers, whom the data indicate are somewhat apprehensive to utilize Web 2.0 in their classrooms, are starting to integrate eLearning into their curriculum more and more often, recognizing the pedagogical implications of the new technology. However, though millennial students (those aged 18-33) are connected to social networks and are aware of many Web 2.0 applications, the data from a survey of 1,847 millennial-aged students at the University of California, Riverside paint a more complicated picture. This study is an explication of a survey that was administered in December of 2010 to three levels of developmental writing students at UC Riverside. The data indicate--despite ESL or EFL language backgrounds or class placements--that while students do desire social networking and other Web 2.0 elements in their courses, they also still want more "traditional" Web 1.0 content that is prepared and organized by the instructor and delivered to them. The data seem to support the assumption that while educators and researchers may be sanguine on introducing Web 2.0 technology into courses in order to reach this new, computer-savvy student demographic, students prefer to have both Web 2.0 and 1.0 elements incorporated into the courses they take. (Contains 3 tables.)