This article presents a case study of how systems thinking and the instructional systems design ADDIE (analysis, design, development, implementation, and assessment) model were used to design and develop one of the first MOOCs at a mid-sized university in the southeastern United States. Contemporary issues surrounding MOOCs at both the macro university level and the micro instructor level are explored. In a time in which MOOCs and systemic change are being called for in higher education, the use of the ADDIE model was found to be an effective model in helping identify course goals, resources, and developing a user-centered, self-paced, asynchronous, and self-sustaining MOOC.