As opposed to the "place where you were forced to consider new ideas, to meet new people, to ask new questions, and to learn to think, to socialize, to imagine" (Fitzgerald, 2012, p. 20), millennial students view college as a financial rather than philosophical training ground (Berrett, 2015). Unfortunately, this perspective de-emphasizes learning and intellectual curiosity. Despite high motivation and desire to achieve, millennials look externally for direction and approval rather than taking responsibility for their own learning. Faculty frequently note millennial students' lack of academic responsibility (Cain, Romanelli, & Smith, 2012), which suggests academic entitlement (i.e., the belief that "instructors" are responsible for students' outcomes and students' desires should be met). However, scholars continually underscore students and instructors working together to achieve a fruitful learning experience. Here the authors propose that teaching millennials to embrace the learning process and academic responsibility will provide students greater agency in their learning. First, instructors must address two student characteristics associated with academic entitlement--external locus of control and grade orientation. [For the other essays in this forum: (1) FORUM: Instructional Communication and Millennial Students: Scripting Knowledge and Experiences for Millennial Students (Angela M. Hosek, Scott Titsworth, EJ1102964); (2) FORUM: Instructional Communication and Millennial Students: Hoverboards and "Hovermoms": Helicopter Parents and Their Influence on Millennial Students' Rapport with Instructors (T. Kody Frey and Nicholas T. Tatum, EJ1102970); (3) FORUM: Instructional Communication and Millennial Students: Managing Imposter Syndrome among the "Trophy Kids": Creating Teaching Practices that Develop Independence in Millennial Students (Kirstie McAllum, EJ1102980); (4) FORUM: Instructional Communication and Millennial Students: Millennial Students in the College Classroom: Adjusting to Academic Entitlement (Zachary W. Goldman and Matthew M. Martin, EJ1102950); and (5) FORUM: Instructional Communication and Millennial Students: Teaching Communication to Emerging Adults (Paula S. Tompkins, EJ1102974). Responses include: (1) FORUM: Instructional Communication and Millennial Students: Millennials, Teaching and Learning, and the Elephant in the College Classroom (Sherwyn P. Morreale and Constance M. Staley, EJ1102955); and (2) FORUM: Instructional Communication and Millennial Students: The Power of Language: A Constitutive Response to Millennial Student Research (Kyle C. Rudick and Scott Ellison, EJ1102961).]