In this paper, we examine three interrelated issues: designing for teaching instructional design, the feasibility of constructivist ID methods and the multifaceted evaluation of computer-supported learning environments. After a brief review of the available literature, we present our own course which mixes traditional ID methods with the Crossley and Green's practical guide for developing computer lessonware that can be considered a constructivist ID method before the term existed. We critically examined portfolios and computer programs produced by university students enrolled in this course focussing on three main constructivist principles: the authenticity of learner experiences, the construction and manipulation of external representations, and communication and participation. In particular, we aimed at identifying and interpreting major mismatches concerning these principles in student productions. In the discussion, we put forward some preliminary explanations for students' difficulties in applying constructivist principles in the design of computer-supported learning environments.