The WebQuest as an inquiry-oriented approach in web learning has gained considerable attention from educators and has been integrated widely into curricula in K-12 and higher education. It is considered to be an effective way to organize chaotic internet resources and help learners gain new knowledge through a guided learning environment. Originated by Bernie Dodge and Tom March in 1995, the WebQuest is an instructional tool for inquiry-oriented learning in which learners interact with resources on the Internet, develop small group skills in collaborative learning and engage in higher level thinking. The WebQuest can be designed within a single discipline or be interdisciplinary. Two levels of WebQuests exist: short term and long term. Short term WebQuests focus on learners' knowledge acquisition and integration that can be completed in one to three class hours, whereas long term WebQuests emphasize learners' ability to extend and refine knowledge. Long term WebQuests may take between one week and a month in a classroom setting. A well designed WebQuest typically contains six parts: (1) introduction; (2) task; (3) information sources; (4) description of process; (5) guidance; and (6) conclusion. These segments guide learners through WebQuest activities by providing descriptive background information, defining tasks, supplying information resources needed to complete tasks and offering a description of the process learners should go through in accomplishing tasks. This paper offers a discussion of the underlying constructs of WebQuests followed by the report of a study examining existing issues regarding WebQuest learning. Implications for teaching and learning with WebQuests will be made, along with suggestions for future research. (Contains 2 tables and 2 figures.)