While learning interventions were traditionally classified as either objectivist or constructivist there has been an increasing tendency for practitioners to use elements of both paradigms in a consolidated fashion. This has meant a re-think of the two perspectives as diametrically opposite. A four-quadrant model, first proposed in this journal was tested to see to what extent instructional design practitioners were, in fact, integrating elements of both paradigms into a single learning event. After a pilot and a main study involving 214 designers it was found that all their courses did, in fact present somewhere in the four quadrants of the matrix, rather than to fall on a supposed straight line. The results of this study show that the matrix may be useful in describing the choices made by instructional designers when they select elements of instructional design.