During the 2018–19 and 2020–21 school years, a research-practice partnership in a large urban school district engaged in research and development focused on creating a more equitable form of credit recovery for Exploring Computer Science (ECS). The following experience report provides an overview of the design elements used for the hybrid/online ECS program and presents findings from the piloting of the course that can help inform future thinking about hybrid learning and fostering equity in credit recovery for computer science.