As a research methodology, photovoice raises the critical consciousness of its participants as it prods them to act in the community. In the present qualitative case study, I describe the implementation of photovoice in an online elective course in a medium-sized Midwestern public university during the first year of the COVID-19 pandemic. Although the course was designed to teach students the viability of the methodology itself, it became an opportunity for them to participate in and reflect on an experience of shared trauma, thereby adding to the literature on shared traumatic theory. Five general themes emerged from an analysis of the data: (1) an unexpected vulnerability that participants experienced, (2) the opportunity to explore safe emotional expression and bonding with peers, (3) enhancement of the research and practice curriculum in their programs, (4) potential ethical concerns that emerged, and (5) inspiration the project held for their future careers. Recommendations for the methodology's use in the classroom beyond COVID-19 are included.