This study investigates the role of ChatGPT in higher education by analyzing how students at University West integrate the tool into their academic routines. Adopting an exploratory qualitative approach, the research draws on semi-structured interviews to gain insight into students’ experiences, motivations, and critical reflections regarding their use of generative AI. The thematic analysis reveals diverse applications of ChatGPT, including academic writing support, programming assistance, and conceptual understanding. While students appreciate the tool's efficiency and versatility, they also express concerns about misinformation, overreliance, and ethical dilemmas related to academic integrity and data privacy. This study contributes to a growing body of research on AI in education by highlighting the nuanced and reflective ways students engage with ChatGPT. It underscores the importance of developing institutional strategies and pedagogical guidelines that support critical and responsible AI use in higher education contexts.