This article presents an evaluation of a social work course on oppression and diversity in which an interactive Web page was used to structure feminist learning experiences. Three assignments are described—an online diversity discussion board, a “digital poster” group research project, and the summary and critique of articles. The evaluation found that several processes that are key to a feminist classroom were achieved, including community building, collaboration, peer learning, empowerment, and the development of leadership capacity. The majority of students thought that the class was a supportive, collaborative environment in which they were able to achieve their learning goals. Implications for using technology to structure feminist learning experiences are discussed.