Purpose: It is now considered commonplace to teach in a multigenerational higher education classroom that is made up of Baby Boomers, Generation X, Y and Z students. To ensure that all students, regardless of their generational identity, are successful in the classroom, educators must teach purposefully, with an understanding of the variables that affect student learning. Educators must ensure instruction is delivered according to varying student strengths and needs. This paper will provide guidance for higher education faculty teaching in multigenerational classrooms by reviewing the strengths and weaknesses across student generations. The most effective instructional practices for teaching will be discussed. Design/methodology/approach: This article is a literature review focused on meeting the needs of multigenerational learners in synchronous and asynchronous online learning classrooms. Findings: To ensure that all students, regardless of generational identity, are successful in the classroom, educators must teach purposefully, with an understanding of the variables that affect student learning. A summary of these generational strengths and needs are discussed within this paper. Practical implications: This paper will provide guidance for higher education faculty teaching in multigenerational classrooms by reviewing the strengths and weaknesses across student generations. Originality/value: This paper will provide guidance for higher education faculty teaching in multigenerational classrooms by reviewing the strengths and weaknesses across student generations. The most effective instructional practices for teaching will be discussed.