Web-based instruction in higher education has grown exponentially, with more than a thousand universities offering courses over the Web in the United States alone. Web-based instruction offers obvious advantages for distance and continuing education populations by making access to education at any time or place feasible. This kind of flexibility is similarly advantageous for informal or professional training. However, a major use of Web-based instruction is to enhance traditional, on-campus courses, where the benefit of Web enhancement as a supplemental resource is less obvious. Nonetheless, universities are investing significantly in course management software, expanded networks, and training and support capabilities to introduce Web enhancements to traditional courses. Faculty are embracing these tools as well and investing significant time and energy into adding Web-based supplements to their traditional courses. Much of the research on Web use in education has focused on specific applications and their perceived effects on outcomes. Little has been reported on the specific impact of Web enhancements on classroom activities--the face-to-face component of traditional courses--and the nature of that impact. In this article, the author presents a study that assessed the kinds of changes that occur in face-to-face instruction when faculty add Web enhancements to their courses. The study's first objective--to identify changes in the classroom perceived by faculty to impact teaching and learning--was accomplished by gathering and analyzing detailed, qualitative information from a small sample of experienced faculty from different universities. The study's second objective was to explore the insights of technologically experienced faculty who could contribute to one's understanding of what works in various settings, where one is today, and what one might expect in the future. (Contains 8 tables and 20 endnotes.)