This dissertation presents an online qualitative case study (Inspirational Meme) that explores how eight undergraduates used Internet meme-making to engage with digital art activism. Two research sites were involved: eLC, an online course platform, and r/Teenagers, a subforum of Reddit. All online discussions and participant-made memes were evaluated through thematic and multimodal discourse analysis. My goal was to better understand the critical learning and creative processes experienced by project participants. The data analysis demonstrated that participants: 1) engaged in critical inquiry to investigate issues; 2) drew upon their lived experiences; 3) transformed social meaning through re-designing visual artifacts; and 4) individually experienced “awareness.” These findings expand our understanding of how critical pedagogy in higher education environments can foster social justice through Internet visual culture and social media. The incorporation of online sources as critical pedagogical tools contributes to online social justice art education research.