The instructional design that is imperative towards the design and development of a Web-based course environment is of primary consideration when a graduate-level course is the focus of attention. Further, a multimedia course that incorporates the theoretical as well as hands-on elements that must be consistently focused upon and updated is of further concern. What is the most productive way to constantly maintain the most recent knowledge within the multimedia genre, as well as offer a wide scope of multimedia environments through which to offer the learner a full scope and sequence of curricular events? The analysis, design, development, implementation, and evaluation of two significantly distinct Web-based learning environments offers a clear progression through the initial instructional design phase, clear feedback offered by the learners which drove the second instructional design phase, and the results of the second implementation and evaluative efforts pertaining to the course. (Author/AEF)