The current study was used to explore the lived experiences of students enrolled in a college-level course developed within an interinstitutional partnership that leveraged technology platforms, such as Twitter® and online learning management systems, and included the participation of prominent figures from the 1960s Civil Rights Era. The focus of the study was on students' critical thinking skills, social presence, and quality academic engagement in a blended learning environment. Facets were considered within an overarching critical pedagogy theoretical framework. The results of the study showed that participation in the class promoted critical thinking, established multiple avenues for students to manifest their social presence, and that quality academic engagement was fostered. Concurrently, participation in the culturally relevant course went beyond the academic considerations. Students in the class were permanently influenced, providing a clear vision of how the past constructs the future and empowered the students to consider their role in creating a better world. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]