Institutions of higher education have been lauded for attempts to diversify the face of the academy by implementing programs and services specifically designed to conduct outreach and recruit "non-traditional" college students. Among those considered non-traditional college students are historically underrepresented Students of Color, low-income students, and first-generation college students. However, these categories need to be re-examined as they do not apply neatly to all students. In this essay, the author focuses on U.S. Pilipinos and how (1) their life experiences are often overlooked and misunderstood; (2) they remain underserved as a result of not being fully understood; and (3) the categories usually reserved for identifying underrepresented students, particularly education generational status, do not adequately reflect the experiences of U.S. Pilipinos. More specifically, the author introduces the experiences of U.S. Pilipinos as "1.5-generation college students." These are second-generation college students of Pilipino descent whose postsecondary experiences more resemble those of first-generation U.S. born college students, due to factors associated with immigration. The author also argues that the methods colleges and universities employ to ascertain generational status are inadequate. The way students are typically asked to identify their experiences often prevents them from sharing contextual information that complicates how they are categorized in terms of education generational status. (Contains 3 tables and 4 footnotes.)