Using critical ethnography (Carspecken, 1996), by employing classroom observations, interviews, and survey data collection, this study explored the process of introducing a WebQuest lesson, i.e. specific web-supported and inquiry-based lessons as part of the teacher training curriculum at a Macedonian university and the potential impact of the WebQuest on the teaching styles of English-as-a Foreign-Language (EFL) teacher educators. The researcher also investigated the teacher educators' process of partial re-conceptualization of social constructivism in EFL teaching through their use of a WebQuest lesson in their classroom. Additionally, participating students were surveyed to obtain their feedback regarding the propensity of using this tool that reflects the social constructivist characteristics as a way to integrate technology into their future teaching careers. The researcher found that while change in the teaching style will require long time and continuous training, using the WebQuest as a social constructivist tool influenced the move toward a more student centered classroom, thus meeting some of the requirements set by the Bologna process as part of advancement of the educational system in Macedonia. In terms of teaching English as a foreign language, it sets a precedent as to how future teachers of English can organize lessons on different topics in English with technology and allow their students to explore the language in a safe environment as autonomous learners while using the teachers as their guides rather than the knowledge givers. Further research is suggested to follow the effects of incorporating WebQuest [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]