This study compared the effectiveness of different learning environments between interactive Facebook instructional method and non-Facebook instructional method for undergraduate students. Two outcome dimensions were measured: student grades and learning engagement. A pre-test-posttest control group experimental design was used. The experimental group (n= 134) received the interactive Facebook instructional method, and the control group students (n= 57) received the non-Facebook instructional method. Data pertaining to student Facebook use and activities were also collected. Independent samples t-tests were used to measure significant differences in grades and engagement between the Facebook and non-Facebook classroom contexts. Pearson's correlation coefficient was used to measure the relationships between interactive Facebook instructional method and grades. A linear regression was also performed to analyze the predictors of student grades. Content analyses of samples of Facebook communication exchanges were also conducted. The results revealed that experimental group had a significant positive effect on grades and engagement. This study concludes that Facebook use in instructional method assists students in achieving better grades, higher engagement, and greater satisfaction with the university learning experience. Thus, the authors provides experimental evidence that Facebook can be used as an educational communication and interaction tool to enable faculty to assume a more active and participatory role. (Contains 7 tables and 2 figures.)