This paper explores whether a scaffolded, multimedia learning environment might mitigate obstacles that dissuade teachers from implementing problem-based practices. We present a longitudinal analysis of one expository-oriented teacher's experience with such an environment and examine underlying belief, knowledge, and dispositional factors that may affect a teacher's openness to inquiry. We hypothesize that work with such an environment may encourage reconsideration of some elements of teaching practice. However, those elements most closely related to dispositional influences may be more resistant to change than other features. (Contains 1 table and 2 figures.)