Aim/Purpose: The purpose of this paper is to illustrate the integration of emerging technology (ET) integration in the information systems (IS) curriculum. Background: Modernizing the IS curriculum is consistently needed to meet the demands of the workplace. The IS2020 curriculum model recommends adding emerging technology learning into the IS curriculum. It presents recommendations for IS programs based on demands from education and the workplace. Methodology: We designed, implemented, and improved a 3D printing assignment that was delivered to sophomore-level and junior-level IS courses with multiple sections. The data was collected over seven semesters. The students were required to complete a survey after completing the printing task. Contribution: The paper has two contributions: (1) it provides IS educators with a recipe to integrate ET skills and knowledge into their pedagogy, and (2) it opens research opportunities for emerging technology to fill the gap in the IS literature. Findings: There was a high completion percentage of printing 3D objects. The student learning was enhanced by user engagement and constructivist knowledge creation. Recommendations for Practitioners: We need to create experiences that can drive deeper thinking about the role of emerging technology. That will grant learners opportunities for reflection on effective organizational use of such technologies. Recommendation for Researchers: Future research can benefit from assessing technology integrations through comparative studies. We suggest focusing on assessing success and failure factors and focusing on learner motivation. Impact on Society: College graduates can benefit from acquiring knowledge and skills in emerging technologies. These graduates can help their employer organizations improve their processes and advance their strategies. Future Research: Research on assessing technology integration in the IS curriculum should be explored. In addition, researchers should investigate the impact of integration on other disciplines outside of IS.