This paper describes a design study of a cyberlearning instructional unit about climate change created with a new inquiry-based design framework, the 5-featured Dynamic Inquiry Enterprise (5-DIE). The 5-DIE framework was created to address the need for authentic science inquiry experiences in cyberlearning environments that leverage existing tools and resources that are common to learning management software systems. Because 5-DIE is new, research was needed to establish the effectiveness of the basic design and to inform future innovation. The instructional unit was designed for use by high school students in the southwestern U.S. in classes with a large number of students with special needs. This study focused on student achievement as a measure of fidelity and teacher implementation as usability. The results show significant student improvement for general and special populations, supporting fidelity of the framework. Three usability themes were identified in relation to the teachers' experience: anxiety associated with technology issues, modifications for special education students, and the emergence of student autonomy. Implications for further development are discussed as well as future research related to science cyberlearning environments.