Introduction: In the past decade, use of screen media has increased dramatically among young adults. Statement of Problem: Mounting evidence suggests that high levels of media use are associated with a range of negative psychological outcomes. Literature Review: We present instructions for a four-day electronic media fast assigned in a course module on positive psychology. Drawing from student accounts and direct classroom observations, we illustrate student experiences that suggest substantial positive changes in learning, media habits, and well-being. Teaching Implications: An electronic media fast is an easily implemented class assignment which enables students to reflect on their media use and make adjustments to support their learning and well-being. It is appropriate for use in a range of undergraduate psychology courses including introductory psychology, social psychology, psychology of adolescence, and positive psychology. Conclusion: When undertaken with a flexible, sensitive, and collaborative approach, a media fast can be a powerfully transformative learning experience.