This paper reports on a research study which investigated how the implementation of a "strategy redundancy" device, which consisted of the instructor's use of five teaching strategies and their mirroring in five of the features of the webware package, affected the participants' learning outcomes. Participants were eight inservice K-12 teachers and three undergraduate college students involved in a graduate-level course, which followed a traditional classroom-based format but was supported by a webware package developed by the instructor. Qualitative and quantitative data were collected from the following sources: (1) narratives; (2) tabular materials; (3) notes; and (4) testimonials. A causal relationship was found between the "strategy redundancy" device and the course's effectiveness in helping teachers learn to use Internet tools and author six Web projects for use in K-12 education. Three appendices contain a student feedback form; project evaluation criteria; and summaries of course final projects. A table contains the mean quality of the course final projects; and three figures illustrate "strategy redundancy" and learning outcomes, the multiple sources of data, and the Internet tools used in the course. (Contains 35 references.) (DLS)