Recently, many popular social media platforms have been incorporated into educational settings to supplement classroom teaching and improve the student learning experience. Considering the degree to which social media has been adopted by the sport industry, and the popularity of social media among college students, the current study examines if social media can be utilised as a viable pedagogical tool for sport management education. While the foundations of education are multifaceted, one medium that has been shown to influence education is classroom community. The purpose of this study was to investigate the ability of social media to either influence or hinder classroom community. To adequately address the current study's research questions, the authors prepared a longitudinal experimental design, measuring classroom community amongst two classes (n= 89), where each class differed only in their usage/non-usage of social media. Results indicate mixed results, as the non-social media group exhibited a greater sense of classroom community than did the social media-centric group. Pedagogical and practical implications are forwarded.