Perhaps no subject matter has as much contentious, zealously -charged and emotionally-grounded “scholarship” on social media—as well as other sites—with which to contend as does Religion and for the instructor of Religion in general but of Islam/ Islamic Studies in particular, especially in a classroom in which the student population is not predominantly or is only Muslim or even marginally accepting of religion, the impediments to an authentic intellectual exploration, an accurate understanding and an objectively based study of Islam posed by social media are even more pronounced and problematic. Because of the easy access to deep pockets of consistent misinformation, opinion-based misinterpretation, as well as inter- (and intra-) religious hostilities on social media and other forms of technology, the instructor of Islam in a secular/ non-Islamic classroom is tasked with the deliberate mediation of social technology, a constructive and experiential pedagogy in media literacy and media analysis, and as well the creative incorporation of suitable media into classroom instruction and course assignments, for it must be said that some forms of social media can enhance both the teaching and the learning of Islam in the typical undergraduate classroom. My presentation will cover both the negative as well as the positive dimensions of social media on Islam by first problematizing religion and social media in general with references to specific (and popular) sites as well as the currency of images/ imagery in arguing for and sustaining certain predisposed attitudes towards Islam of American students/ about Islam by the more zealous in the religious communities. It is in this section that I will argue for the absolute necessity of media literacy training as well as the use of traditional text-based analysis to dissuade students from the hyperbole and falsehoods about Islam/ beliefs and practices of Muslims in social media. I will then address the many excellent and important resources and modalities of social media that contribute to an effective study of Islam—and why it is vital that our students be introduced to such positively-vetted sites and resources. Thus, I will discuss a range of positive dimensions of social media in the Islam/Islamic Studies classroom, such as: incorporating blogs and personal e-journals by Muslim women, say, in the Middle East; creating Twitter connections with a new generation of Muslim scholars, teachers, etc., and referencing websites and e-communities (like facebook) in contemporary Islam.