The research reported here explores how incorporating multiple learning settings into an undergraduate education course, in which each setting has its own unique social and material arrangements, impacts learning. Outcomes from this study indicate that courses taught across uniquely structured course settings opens up opportunities for how students are positioned or are able to position themselves. These positioning opportunities allow students to engage with course content in ways that might not happen otherwise. How students learn to negotiate their positions in one setting--and how that carries over into other current and future contexts--is also examined.