This collaborative essay explores some of the opportunities and challenges faced by instructors and students when digital projects are integrated into the Romantic classroom. It is based on our experience with two iterations of a course on literary manuscripts of the period, and is written by the instructor of course and two students, who returned for the second iteration of the course, a year later, as ‘digital coaches.’ We discuss the excitement and creativity afforded by working in a digital medium, as well as its utility when working with digitized objects like literary manuscripts. We also address the pitfalls, as some students struggle with the demands of mastering new technologies and with writing for digital dissemination. We found that student success was improved by explicit guidance, throughout the course, in how to construct a digital project. We share a set of how-to resources we have developed for other instructors wishing to integrate digital pedagogy into their classes, including video tutorials, assignments, grading rubrics, and links to student digital projects. We also address questions of platform selection, sustainability, assignment design and student evaluation.