Social Media use has steadily grown over the years. A high percentage of the student population in higher education uses it for personal and educational activities. It is utilized in a variety of ways to enhance the way they learn and share information. Some students are strong advocators for the increased use of Social Media to improve the teaching and learning process. Conversely, some faculty strongly advocates against its use in education. New pedagogical techniques encourage more student-centered and interactive classrooms. This paper investigated if Social Media can assist in creating more interactive student centered classrooms and analyzed the perspectives of both students and faculty. The research method used was a quantitative approach which employed a survey to determine the social trends and the measurable effects on the teaching and learning process. A qualitative approach method was also used to record students and faculty views on the issue. The findings suggest that a high percentage of younger adults use Social Media. They use it for sharing information, note taking and discussion. However, the research findings suggest that a significant percentage of faculty are of the view that Social Media can serve as a distractor while some are of the view that it can assist in the teaching and learning process by creating a more interactive learning environment and also, that it can improve communication with students. The conclusion drawn from the research is that different types of Social Media can be useful and enhance the teaching and learning process. This is the perspective of particularly the younger students. However, its use must be carefully monitored and facilitated.