In this article, the authors focus on the use of Web-based instruction in social studies methods courses. They examine in what ways Web-based instruction transforms both teaching and learning and explore the problems and possibilities involved with electronic classrooms, including Web-supported instruction. Their study is classroom action-research, which spanned two years: 2000-2002. From the outset, they believed, based upon an earlier study involving online instruction in their respective classrooms, that Web-based (totally online) instruction and Web-supported (teacher meets class but instruction is supported by the Web) instruction can truly be transformative enterprises in terms of both teaching and learning. Despite the seemingly endless possibilities of Web-supported instruction, problems and/or obstacles lie in the path of a smooth electronic experience for both teacher and student. This study, then, involves the classroom experiences of two social studies methods classrooms in two southern universities. We, the author-researchers, aligned our respective course requirements and materials to offer an electronic classroom experience for our combined classes. This alignment, we believe, allowed us to observe and analyze student engagement with electronic discussion, partnerships, and collaboration.