The purpose of this study was to explore a simulation incorporating online collaborative technologies in a business ethics course to examine whether it affects student learning. A qualitative case study method of inquiry was used to develop an in-depth description and analysis of student learning during a business ethics simulation using data collected through a questionnaire, student ratings of the simulation, focus groups, and a review of videos by the researcher. The results of this study provide insight into themes that may affect students' moral sensitivity and judgment. Three key themes emerged during data analysis: 1) working in groups, 2) watching YouTube videos, and 3) experiencing less nervousness. Working in groups appeared to affect moral sensitivity because the students were exposed to more perspectives from classmates who helped them interpret the case simulation and identify ethical issues. The students reported being able to rewind and review the YouTube videos was helpful to learning. The videos also provided more perspectives and multiple approaches for reasoning which may have affected students' moral sensitivity in their effort to interpret the simulations and identify ethical issues. Students reported being less nervous while recording their YouTube video than if they had to complete the assignment in-class in front of their peers. In addition, students came to class with their YouTube video completed, they had time in class to reflect on other students' performances during class time, rather than focus on their impending performance. The findings of this study add to the literature in the area of business ethics by describing how the integration of technology for ethical simulations may affect student learning. With the three themes identified, the results of this study have implications for college instructors who are teaching business ethics courses.