It is no secret that the student attending university classes today is different from the learner of several years ago (Blakefield, 2013). Educators have been recently encouraged to shift the paradigm of traditional lecture-style education to incorporate service-learning and experiential activities involving media and technology whenever possible so that classroom instruction will appeal to the next generation of students (Gagliardi, 2007). This essay will discuss the preparation and personal experiences of a first-year faculty member creating a new course design for teaching History of Psychology to include a socially constructed classroom that appeals to the learner. Course design is based on the social constructivist philosophy that involves discovering truths in a collaborative format with the instructor facilitating truth discovery. Use of technology was left up to the individual learner and learning outcomes were achieved through use of learning contracts. Each student in the classroom set up a contract unique to his or her needs based on demonstrating learning outcome achievement to the course instructor on various benchmark occasions throughout the semester. Challenges and risks will be explored, as will be suggestions for future course designs based on student feedback and instructor experience.