This qualitative study examined the use of WebQuests as a teaching tool in problem-based elementary methods courses. We explored the potential of WebQuests to address three dilemmas faced in teacher education: (a) modeling instruction that is based on current learning theory and research-based practices, (b) providing preservice teachers with sufficient knowledge and appropriate skills for teaching and solving instructional problems given the limited time allocated to methods courses, and (c) preparing preservice teachers to integrate technology in their classrooms. We found that WebQuests, by design, support a problem-based approach to instruction, introduce students to multiple perspectives related to science and literacy teaching/learning, develop pedagogical and content knowledge and skills, and provide learning experiences that integrate technology within the contexts of science and literacy instruction. (Contains 5 tables.)