Audiovisuals offer increasing opportunities as teaching-and-learning materials while also confronting educators with significant challenges. Hypervideo provides one means of overcoming these challenges, offering new possibilities for interaction and support for reflective processes. However, few studies have investigated the instructional potential of this tool, especially in the vocational field. Using a design-based research approach, this exploratory multiple-case study explored two iterative implementations of learning activities integrating hypervideo in three different professional fields. The objective was to understand possible scenarios teachers might develop when working with hypervideo, as well as to investigate the tool's value and its limitations as perceived by both teachers and students. The results represent a wide set of instructional possibilities, varying from more supplantive to more generative approaches. Additionally, teachers and students alike expressed their satisfaction with the new tool and the possibilities it affords--to make content concrete, to focus attention and link theory with practice, to increase motivation and to support reflection and analysis of professional practices. These promising preliminary observations suggest the need for deeper and more structured investigation of the conditions supporting teaching and learning processes through hypervideo.