The COVID-19 pandemic has created a need for a better understanding of hybrid learning. This study explored the system of hybrid learning at a southern land grant university in an agricultural communications course via a qualitative methodology with a case study approach. Data was collected via four measures: cognitive maps, cognitive map narrations, fieldnotes, and a survey; these provided evidence in defining roles of the teacher, student, and technology within the course. Findings indicated that the student experience of learning was affected by noteworthy course content and face-to-face interactions. Further, students connected the course content and interactions to future implications of the coursework, appreciating how differentiation of learning affected the overall experience. Intentional course design was found to be critical in hybrid learning, noting the key factors of value in face-to-face interactions, online learning, and the blend of online and face-to-face learning. Further, the importance of teacher relationships and feedback were also salient. Finally, the dynamics between the teacher and student were found to be influential to student growth, the learning process, and face-to-face interactions.