Millennial students are immersed in a digital world governed by codes and scripts. Coders create programs from scratch. We interact with code when we launch most programs like Microsoft Word or a web browser. Alternatively, scripting uses programing environments (or middleware) in which combinations of stock commands are used. Many applications are created in JavaScript, for instance, which allows designers to combine ready-made scripts to produce unique experiences. Coding gives ultimate control but is laborious; scripting is less open-ended but is quick and nimble. The difference in coding and scripting is a meaningful metaphor through which educators can understand millennial students. Stated simply, students increasingly use scripting as a guiding metaphor for life. Rather than building knowledge from scratch, they are more likely to repurpose, recycle, and reuse information from others for their own creative purposes. This article expands on this observation and discusses implications for both teaching and research. [For the other essays in this forum: (1) 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); (2) FORUM: Instructional Communication and Millennial Students: "Me"llennials and the Paralysis of Choice: Reigniting the Purpose of Higher Education (Marjorie M. Buckner and Michael G. Strawser, EJ1102967 ); (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).]