WebQuests have been a popular alternative for collaborative group work that utilizes internet resources, but studies have questioned how effective they are in challenging students to use higher order thinking processes that involve creative problem solving. This article explains how different levels of inquiry relate to categories of learning levels, and how this information can guide WebQuest development. Specific examples are given to show how WebQuests can be designed to target specific levels of learning, with additional guidance offered on the overall format of the activity. (Contains 1 table and 6 online resources.)