Online learning, defined as the use of Web-based technology to facilitate some or all learning experiences, continues to interest many universities. While technology shapes the landscape of higher education, questions remain regarding the ability and appropriateness of online learning spaces for social justice education (Dominique, 2016). This article extends the conversation about creating online learning experiences for social justice education in curricular and co-curricular workshop settings. It begins by linking discussions about online learning to social justice education using Adams' (2016) core pedagogical principles for social justice education. I share my professional experiences designing flipped social justice education workshops to illuminate concrete suggestions about how practitioners can design flipped social justice education workshops.