This article describes two case studies: one is from a graduate course in social work practice evaluation taught by the second author; the other is from an undergraduate political science course in media and politics taught by the first author. These cases describe the way blogs, created by students and the professors, facilitate communications within the class, reduce paperwork for the professors, and let students practice their "public voices." While the cases are specific to two courses--Masters-level social work and undergraduate political science--the concepts are easily transferred to others. The article begins with a history and literature review of blogs used pedagogically; next, the reader is walked through the creation of a blog using currently popular online tools; the next two sections are devoted to the two cases; and the final section attempts to draw some generalizations about using blogs in the classroom.