Educational technology and digital tools continue to change the classroom environment by providing innovative opportunities for students to learn and apply content. One example is using social annotation, which allows students to share thoughts on course readings collaboratively. Social annotation tools have helped to foster a more collaborative environment for student engagement with each other in and outside of the classroom. The benefits of social annotation for students include processing content knowledge, improving literacy skills, serving as a formative assessment, and connecting students. Social annotation is also linked to higher levels of student achievement within classes where it is applied. To promote this collaborative note-taking process, we utilized Hypothesis, a social annotation learning technology, in a graduate-level course during the fall of 2024. The instructor uploaded course readings to Hypothesis, which was integrated into the course's learning management system. Students accessed the readings via the learning management system, highlighted text passages, and added a note with a comment or question before the class session. Utilizing Hypothesis prompted meaningful in-class discussions about the topics addressed in readings that may not have been addressed otherwise. Additionally, less time was spent in class introducing new information, allowing students more time to analyze information and ideas from the readings and annotations. This tool introduced concepts we planned to dive deeper into in class, assisted in making connections to in-class topics, and promoted virtual and in-class discussions. Instructors should provide question prompts to guide student annotations and encourage interaction among the first few students who comment, as they may not have the opportunity to collaborate with peers right away. Additionally, set the expectation that students should review and respond to comments in Hypothesis before class, when appropriate.