Social networking has experienced rapid growth in educational environments in recent years yet limited documentation is available on ways that experienced course designers have used to integrate social networking applications. Using a mixed methods Delphi approach, this study investigated the use of social networking applications in online community college courses. Data gathered from this study documented ways which a 15-member expert panel of course designers in higher education have used to integrate social networking applications into online college courses and indicators the panel used to confirm that learning had occurred due to the integration. This study was accomplished through the use of three iterations of surveys. The first survey was open-ended and the second and third surveys used a Likert-type rating scale to solicit panel opinions. The following themes emerged from the open-ended survey related to ways the expert panel used social networking applications: (a) communication, (b) experimentation, (c) design and implementation, (d) interacting, (e) feedback and participation, and (f) extending knowledge. The following themes emerged from the open-ended survey related to indicators of learning the panel identified: (a) degree of relevance and interest, (b) participation, (c) performing research, and (d) employment. Seventy unique statements were categorized under these themes and used in the second and third surveys to illicit panelists' opinions. The expert panel reached agreement on 61 out of the 70 unique statements by the end of the study. At a time when many educational professionals are feeling pressured to use technology in course designs, research that investigates the wise uses of social networking applications becomes increasingly important. The findings can also be helpful to those concerned with the disparity between today's learner using social networking applications daily as a central part of their personal lives to communicate, collaborate, and learn yet not in academic environments. Data gathered during this study may provide those who are interested in using social networking applications in course designs with ideas based on strategies identified by instructional designers and designers-by-assignment with experience using social networking applications to prepare today's learner with the skills needed in the information age.