This article examines a hybrid graduate history course called "Teaching Hidden History." Team-taught in Summer 2015 across two universities, the course fundamentally tasked graduate students in history and history education with creating online learning modules based on the idea that hidden within any artifact is a larger historical narrative. Course objectives and activities encouraged students to think about how this narrative might take shape and, more broadly, how they could present history to their intended audiences. The authors share the story of the course development, include findings from an evaluation of the course and student work, and consider ways in which the initial iteration of the course might evolve to focus on specific components of historical thinking and student collaboration. They hope that others interested in hybrid humanities classrooms and digital history education may find ideas and outcomes to support furthering these fields.