As Generation Z (Gen Z) begins to replace the millennial student in higher education institutions will need to understand and plan for a generation unlike any other. With consideration to the high level of social media use by Gen Z and a gap in the literature surrounding this topic, this dissertation uses student development theory, specifically Arthur Chickering's Seven Vectors of College Student Development, to explore the role social media plays in the perceived experiences of the Gen Z student during the first year of college at a private liberal arts institution in North Florida. This Interpretative Phenomenological Analysis collected data from eleven first-year student participants over the course of three semi-structured interviews to add to the growing conversation in the literature regarding the generation and gaps in understanding of how they use social media. Four superordinate themes and sixteen subthemes emerged from the data collected leading into five findings which revealed that the many assumptions placed on Gen Z may not be an accurate representation of the group. Additionally, it became clear that institutions will need to evolve their practices in order to best serve the new generation of student. From the findings presented, five recommendations for practice are made as well as recommendations for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]