This article describes and analyzes a task-based exercise in a college-level English-as-a-Foreign-Language (EFL) class. This exercise required the learners to participate in the exchange of information and the accomplishment of one particular goal--in this case the construction of a Web page in English. Both quantitative and qualitative approaches were used to collect data about the execution and completion of the task, including end-of-project survey results, brief student written responses about the approach, the resulting Web page, and group interview findings. Analysis of all four sets of data were positive. Constructing the Web page helped the students work together while communicating in English. Social interaction was also effectively integrated into the EFL curriculum, offering a context for communicative use of the target language. The students had to make English language skills serve their own purposes as they endeavored to cooperatively construct the Web page. Based on the results, further investigation is recommended into the effects of specific steps involved in Web page construction on the social interaction and language learning in the second language classroom. Appendices include suggested EFL Web sites for students to explore, the Internet project questionnaire, and open questions about Web page construction. (KFT)