College and University faculty members routinely share stories and anecdotes about students who appear to have an unrealistic expectation of entitlement when it comes to following the requirements and dictates of classroom and collegiate rigor (Gill, 2009; Lippman, Bulanda, Wagenaar, 2009; Roosevelt, 2009). Faculty stories and discussions include narratives about students who skip class (Glater, 2006); invest minimal effort into their studies (Greenberger, Lessard, Chuansheng, & Farrugia, 2008); believe they should be treated as customers rather than as students (Ansburg, 2001; Benton, 2006; Lippman et al.; Snare, 1997); or believe that a quid pro quo relationship exists whereby tuition is a guaranteed purchase of good grades (Ansburg, 2001; Benton, 2006). The continuous regularity with which faculty members report events of student entitlement expectations coupled with the researchers own brushes with student entitlement issues and unreasonable student expectations begs the question as to whether such issues are anomalies or pervasive, ergo, the research quest to determine if students have unrealistic entitlement expectations began. The research question and premise of this research paper is: "Do students have unrealistic academic entitlement expectations?"