The increasing importance of science communication demands college curricula to respond with innovative teaching methods. Land-grant universities are uniquely positioned to engage students and scientists in dynamic science communication courses with intentional project-based learning (PjBL) design approaches. Electronic field trips (EFTs) can be leveraged as a focused project within PjBL to foster science communication through scientist-student partnerships. EFTs are becoming increasingly popular, as resources for physical field trips decrease. The purpose of this self-study was to examine a graduate-level PjBL course at the University of Florida that guided students to develop an EFT about bats in partnership with Florida Museum of Natural History mammologists for middle and high school youth. Concepts from digital literacy guided this research to enhance students’ multimedia science communication skills. The study aimed to determine the students’ and scientists’ experiences participating in an EFT and their recommendations for making improvements. Co-constructed interviews and focus group methods provided insight into the students’ and scientists’ learning and perspectives. Students reported a gain in digital literacy, science communication skills, and environmental engagement. Scientists gained experience with communicating to a youth audience in a new way. Students and scientists also discussed the challenges of communicating via EFTs and recommended expanding the experience.