Internet-based instruction is acknowledged as a method of instructional delivery. However, there is limited research on its effectiveness. This study investigated the effects of structure and interactivity on the achievement of students receiving Internet-based instruction. Structure was defined as the instructional strategy that provides the framework for the learning activity, giving the learner an advanced organizer. Interactivity was defined as the instructional strategy that provides the student the means of being actively involved in the learning activity. Participants were registered in twelve sections of Principles of Educational Media at Kent State University. They followed one of four instructional interventions incorporated within the course syllabus during the Instructional Design (ID) Module. Lessons covered the use of the Internet/Web, an introduction to instructional design, and writing objectives. In using Internet-based instruction, Designer's Edge ™ provided the framework for learning the concept of writing objectives. Information Mapping® of Web pages involved the participant in active learning with feedback on writing objectives. This study confirmed that good ID of Internet-based instruction improves student achievement of learning outcomes. The effects of structure were also significant. This paper concludes with recommendations for further study.