Previous work provided foundations for the theory of web-mediated knowledge synthesis, a framework for using the web in more creative and generative ways. This article explores specific instances of the various elements of that theory in a single case from the initial study. That is, a thorough exploration of think-aloud, screen capture, and interview data from a single study participant provides a rich description of how "divergent key word search phrases," "synthesis for meaning," "in-the-moment insights," "repurposing," "reinforcement," and "note-taking" worked in concert to support "creative syntheses" of knowledge about ill-structured topics when learning on the web. Furthermore, 10 implications of this analysis for related curriculum and research design are provided.