This study investigated the use of scaffolds in problem-based hypermedia. Three hundred and twelve undergraduate students enrolled in a computer literacy course worked in project teams to use a hypermedia PBL program focused on designing a personal computer. The PBL program included content scaffolds, metacognitive scaffolds, or no scaffolds. Results revealed that posttest scores for students who received content scaffolds were significantly higher than those who received metacognitive scaffolds. Type of scaffolds also had a significant impact on student attitudes. Findings have implications for the design and delivery of PBL. Content scaffolds can direct student attention to important information and encourage understanding. However, considerations should be given to the difficulty of the task, the time allotted to solve the problem, and other demands students face in a problem-based, hypermedia environment. (Contains 3 tables and 2 figures.)