This article addresses two aspects of online education: (1) how to develop a linkage between institutional requirements that courses have measurable learning outcomes; and (2) how to utilize technology to enhance the learning experience. Analysis of how tools are used in an accelerated online graduate criminal justice course at the authors' institution of higher learning is provided. Additionally, the authors analyze the substantive course materials in light of the pedagogical frame of promoting student academic engagement (via student to material engagement) and social engagement (via faculty to student, student to student, and student to faculty engagement). The graduate course that is the focus on this paper is offered each fall; all of the enrolled students are pursuing a master's degree in criminal justice.