The purpose of this study was to two-fold. First, it aimed to provide a description of the design process of a fully online public health course with a special emphasis on an authentic learning project. The authentic project in this course was designed in compliance with the competencies put forth by the Academy for Gerontology in Higher Education (AGHE). Second, this study aimed to investigate the effectiveness of designing and implementing authentic learning experiences from the perspectives of the students, instructor, and community partner. Students participating in the authentic learning experience gained knowledge and skills in educating the public about an important health and social issue, building community stakeholder relationships, and advocating for the well-being of people living with dementia. The study highlights design decisions and pedagogical strategies for this fully online course. Implications for research and practice are highlighted.