Teachers know that a constructivist approach involving project-based, student-centered activities can result in students taking an active role in their own learning and engaging in thought-provoking challenges. When accomplished with collaborative activities, students develop skills that will serve them well in the future in any group project. Critical to this approach is the articulation of the challenge, often one or more questions and scenarios. This article provides a context, and then proceeds to demonstrate how teachers can modify an already good curriculum to create engaging and motivating challenges for their students. Exciting results occur when existing technologies and the emerging Web 2.0 applications are integral aspects of information gathering, data analysis, and presentation possibilities. WebQuests, originated by Bernie Dodge and Tom March, exemplify electronic constructivism and incorporate scenarios and tasks that go far beyond fact finding and reporting. When tackling WebQuest challenges, students engage in transformative thinking, combining their innate creativity and curiosity with the vast array of resources on the Internet, to create an original product to demonstrate their new knowledge. This article presents some examples that serve as models for practice and inspiration for practitioners to write the "Introduction" and "Task" portions of WebQuests. (Contains 1 online resource.)