This study examined academic relevance from the perspective of college students. A qualitative focus group method was used to explore how students perceived the applicability and usefulness of their academic courses and coursework. Two focus groups of college students (N = 22) with varied class rank and academic majors were conducted. Data suggests that academic relevance is a complex construct; six distinct domains of academic relevance were identified. Students perceived their course work as relevant to their current and future academic endeavors, vocational preparation, and personal growth and development. Results provide a preliminary factorial structure to an underdeveloped yet important learning construct. Implications are discussed, and suggestions are offered to bolster students' perceptions of academic relevance.