Instructors often integrate current events into their classroom, whether formally or informally. Yet, very little research has been done to assess the effectiveness of current event assignments. Our paper examines whether a “news blog” increases students’ interest for current events, their willingness to develop and express their opinions, and their perceptions of whether news-based assignments help them understand (and apply) course concepts. We rely on the results of pre- and post-tests completed by 60 students in four different politics classes to gauge students’ responses to the assignment, their consumption of news, and their appreciation of the importance of an informed citizenry. Results indicate that well-crafted assignments can provide several benefits: not only did our students enjoy completing the assignment and becoming “experts” on their countries; the assignment also seemed to have helped them absorb important course concepts and gain competency in media literacy. Further, student feedback identified points that can help strengthen current events assignments in future classes.