Abstract: This article presents overview findings of the study undertaken to explore the reduction of information overload in hypermedia learning environments. The author constructed a Design Framework that integrated the knowledge domains and theories of constructivist learning, information overload and multimedia design. The design framework was used to engineer hypermedia-based learning sequences within the school curriculum. Several factors impeding learning in the hypermedia-learning environment were identified which ultimately lead to disorientation in hyperspace. Among these were inadequate instructional strategies, inadequate e-literacy skills, lack of learner control and navigation, and a need for the recognition of individual learning styles. Recommendations were made to reduce and limit factors impeding learning in hypermedia learning environments. Key terms: Learning Strategies, Web-based learning, Environment Information Overload