Drawing on a mixed methods study of a district-wide initiative to integrate civic learning practices into the high school humanities curriculum in an urban school district in Northern California, this article examines the relationship between face-to-face versus online civic learning opportunities and students' motivation for engaging in practices related to online public voice, the affordances of online civic learning opportunities for the expression of public voice, and the features of online civic learning opportunities that optimize the expression of public voice. The findings provide insight as to whether and under what conditions digitally mediated civic learning opportunities promote the expression of public voice.