In this study, students of an undergraduate business course were introduced to industry partners via teleconferencing methods. The students were assigned to groups during the semester and each group had an industry partner that assisted in the learning process. The six dimensions of Fink's integrated course design were examined in order to determine if the students perceived they had gained foundational, emotional, and interpersonal aspects of significant learning. A web-based survey was created and used to begin collecting data on student perceptions of learning. The course was designed for ongoing data collection with analysis anticipated in the subsequent semester.