College professors, including those in women's studies, are increasingly implementing pedagogical methods that include online social networking tools such as YouTube, Facebook, Friendster, Del.icio.us, blogs, etc., to enhance face-to-face discussions in the classroom. The sharing of up-to-the-minute information on a site that students are already using makes social networking sites attractive to teachers. Feminist teachers, however, have an additional consideration when employing social networking tools in the classroom--identifying how social networking tools might encourage feminist pedagogy by building upon the experiences of the students and, simultaneously, enhancing the democratic participation of everyone in the classroom. While social networking tools hold potential for feminist pedagogy, there is little systematic academic research concerning the impact of social media on student learning in a women's studies classroom or on feminist praxis. This study analyzes student response to the use of a closed Facebook group to expand the classroom conversations of students enrolled in traditional face-to-face (FTF) women's studies courses beyond the designated class period. The findings suggest that Facebook is an effective tool for integrating current issues into the FTF classroom and encourages a feminist critical reflection and engagement that expands the classroom to a social networking site (SNS). In addition, Facebook facilitates goals of feminist pedagogy such as questioning the gendered relations of power, as well as making learning a more democratic experience for students. Feminist pedagogy is enhanced by including Web 2.0 technologies found in social networking tools such as Facebook.