Teachers in a range of disciplines are interested in engaging their students in authentic activities that reflect the experiences of real-world practitioners. Adopting this approach requires the design and implementation of learning environments that incorporate and support such activities. This paper describes two real-life cases at the University of Wollongong (Australia) developed as support materials for learners undertaking a major multimedia design project. Highlights include: (1) the theoretical framework, including authentic activities and case-based learning; (2) design decisions, including the setting, design of the subject (e.g., project space, related cases, information resources, cognitive tools, conversation and collaboration tools, and social/contextual support), and design of the cases; and (3) implementation. Their implementation in a graduate education subject forms the basis of a wider study investigating learners' interpretations and use of case materials. (Contains 25 references.) (Author/MES)