This study focuses on teachers as designers using constructive hypertext and their perspectives on evaluating Web-based hypertext projects. The research setting was a graduate level course focused on learning hypertext and designing hypertext projects in Web-based environments. The 11 participants were in-service teachers and graduate students majoring in education. During the 10-week course, the participants learned how to design hypertext, studied different aspects of hypertext theories and discussed the criteria for evaluating hypertext projects. This study describes and interprets the participants' learning process in applying hypertext theory in their Web design and evaluating Web-based hypertext. Writing hypertext is writing a story waiting to be unfolded differently for each reader. In hypertext, there are fewer conventional constraints on authors, and infinite possibilities for readers. This research captures some of the inspiring moments of how the participants learned hypertext theory, created hypertext projects and evaluated hypertext projects. (Contains 22 references.) (Author)