This exploratory case study focused on youth and resistance that was aided by the use of technology. The combination of resistance and technology expanded a multidimensional framework and leads to new insight into transformative resistance. This study examined the framework of transformative resistance based on Solórzano and Delgado Bernal’s (2001) findings. Specific interest centered on learning how and why youth used MySpace to organize student walkouts in protest of House Resolution 4437 in late March 2006, ultimately amassing 40,000 students in Los Angeles. Another purpose was to create a framework for ways in which educators can meaningfully embrace the combination of pedagogy, technology, and revolution. The case study method, which involved collecting data by document review, MySpace Group pages, and interviews, produced a comprehensive picture of the H.R. 4437 Walkouts. Thematic coding and social network analysis were used to examine the collected data. The study findings showed that a combination of multimodal (face-to-face, text messaging, and MySpace) and multidirectional (one-to-one, one-to-many, many-to-one, many-to-many) communications contributed to the success of the H.R. 4437 Walkouts. The sub-themes of speed and strategic use of private and public communication channels also played roles. The combination of these four elements created a decentralized, nonhierarchical network that provided significant strengths, but also indicated some weaknesses in the communication process. An educational framework is proposed that combines pedagogy, technology and revolution. Multidimensional revolutionary pedagogy has been created as a guide for teachers to facilitate student efforts to engage in transformative resistance related to social justice causes.