ChatGPT is an example of how generative artificial intelligence services have become essential to our everyday lives and work-related activities. However, there has been much discussion about their widespread adoption, especially in relation to their use in educational settings. Concerns have been expressed by educators about the growing dependence of students on ChatGPT for learning, with some using it carelessly to complete assignments. Nevertheless, there is a dearth of both a thorough understanding and practical solutions for dealing with this phenomenon. The purpose of this study is to investigate the rationale and approaches used by college students to utilize ChatGPT for academic purposes and daily usage. We intend to investigate how thirteen college students perceive generative AI, specifically ChatGPT, how they incorporate it into their assignment processes, and what concerns and recommendations they have for improvement. We did this through semi-structured interviews. Building on these discoveries, our research suggests design principles and significant implications to guide the responsible and beneficial integration of generative AI—including ChatGPT—in educational settings.