Marketing education is innovating through the embedment of social media in teaching and learning activities. By bringing in public facing communication platforms into subject design, students are exposed to a range of skills and technologies to enhance learning, engagement, and ultimately employability. Specifically, the use of Twitter as a pedagogical tool has been investigated and endorsed for engaging students in marketing courses. However, examining the role of Twitter when aligned with an assessment remains relatively unexplored. This study employed a longitudinal pre- and post-survey with 56 student participants in an undergraduate marketing subject, in an effort to better understand student perceptions, interactivity, barriers, and learning outcomes in the adoption of Twitter in a subject assessment. The results indicate a relationship between Twitter engagement levels and assessment learning outcomes, confirming Twitter’s educational advantages. The results also suggest the need for students to better understand its purpose and relevance.