A traditional classroom atmosphere, creates a paradigm in which university professors must be able to quickly identify and accommodate differences among student-learning needs to achieve favorable academic performance scores while simultaneously working within university policies regarding course deviation(s) or alteration(s) in dates and times. Professors in on-campus classrooms use PowerPoint slides in lectures or discussion modules, group assignments, and flipped classrooms, while using appropriate educational technological platforms to engage student learning and enhance performance scores in classes. Generally, these modes of instructional design have been successful in achieving favorable student performance scores for domestic students in Eastern Kentucky University's (EKU) Occupational Safety and Health (OSH) degree program courses. EKU's students of Muslim faith, however, enrolled in OSH 261 Principles of Occupational Safety and Health have achieved lower than average performance scores than their domestic counterparts within a traditional on-campus instructional design. This researcher supposes the major cause of Muslim students lower scores in OSH 261 is related to poor class attendance caused by attending a weekly Friday religious ceremony called Juma'ah. Although there is a university policy regarding course attendance, there is no interpretation, exemptions, or provisions offered which provides guidance for religious accommodations for students of Muslim faith. Professors rather, are tasked to institute creative instructional design solutions, which meet student learning needs (pedagogy) towards increasing academic performance scores while working within university policy for course attendance during class dates and times. In this informal mixed-method pilot study of 96 (N = 96) Muslim students enrolled in OSH 261 were exposed to a hybrid or blended approach to instructional design over 3 semesters called Adobe Connect to address both the student-learning needs, and adhere the university policy regarding student attendance to ultimately support increases in academic performance scores. The quantitative result of this pilot study demonstrated students of Muslim faith average academic performance scores increased by 5 % after Adobe Connect was implemented during the end of each semester. In an end of term focus groups discussions with Saudi Arabian or students of Muslim faith, they reported high levels of satisfaction with the new hybrid course convenience and accessibility of the Adobe Connect platform, which enabled them to master the course material they may have missed while also being able to participate in their faith obligations.