What happens when a program rooted in place-based education (PBE) is delivered via a hybrid model? This paper shares findings from a qualitative case study with the first cohort of students at the University of Hawaiʻi at Mānoa pursuing a Master of Education in Curriculum Studies with a concentration in STEMS^2 (O’Neill, Ah Sam, Jumalon, Stuart, Enriquez, in press) designed to understand student perceptions of their teaching and learning experiences in the program. Data was collected through questionnaires and focus groups. The analysis was framed by Community of Inquiry Framework developed by Garrison, Anderson and Archer (2000) with focus on social presence and sense of place. The results revealed how the hybrid model combining face-to-face and online instruction helped the students and instructors connect to the curriculum and each other, resulting in rich educational experiences that promoted both personal and professional growth.