This study explores Introduction to Psychology students' learning preferences and their personal search for meaning while considering their parental status. The findings suggest that parents show preferences for project-based learning and have lower levels of searching for meaning than non-parents. When parental status, age, and finances were combined, parental status and positive financial status were predictors for reduced searching for meaning. The status of student-parent was unique in relation to learning choices and searching for meaning, yet there are limited services provided on college campuses that respond solely to the needs or interests of student-parents. Possible implications may be to consider further assessment of the learning needs of student-parents and the possibility of parent-group activities or parent-cohorts to enhance Introduction to Psychology learning while responding to life meaning.