The purpose of this qualitative case study is to examine the evidence of formal and informal learning of students in an undergraduate educational technology course for preservice teachers. The research question was, "How do undergraduate students in an educational technology course bridge formal and informal learning using Twitter?" The framework for this study was the Community of Inquiry. Directed content analysis was used on data extracted from Twitter. Key findings included: (1) evidence of cognitive, social, and teaching presence for students completing course activities using Twitter, that is, for their formal learning; and that (2) students developed competencies during formal course activities using Twitter that supported cognitive and social presence beyond the course requirements, that is, for their informal learning.