This study focuses on the perceptions of 46 high school students on the integration of Twitter as a learning technology. Twitter was introduced and used to supplement instruction in the course for the first six weeks of the 2010/2011 academic year. The integration included designing twitter pages, communication, reflections, use of twitpics surrounding the intentions of the Founding Fathers on the Bill of Rights. Data was collected using both quantitative and qualitative research techniques. Findings show that use of Twitter promoted students’ creativity, fun, and engaged them in meaningful learning activities inside and outside of the classroom. Twitter as a technology tool can be used to promote blended learning and supplement instruction inside and outside of the classroom. The use of twitter was not all positive. It was clear that first time users had difficulty using twitter and questioned the educational significance of the tool. In addition, the same students were overwhelmed with the volume of information generated via twitter. It is recommended that the integration of twitter should involve training of students to ensure a comfort level that would enhance the educational process and not detract from it due to logistical issues and students’ comfort level with the application.