This chapter’s overarching aim is to elucidate young children’s perspectives about, and contribute to, a better understanding of what makes ”good” educational multimedia Web design. Focusing on Web design from the child’s perspective has the potential to illuminate the multifaceted sociocultural-technological context in which they learn. Underpinning the chapter is a social-constructivist view of learning applied to Web design for young children. The chapter covers (1) “engagement” as a key criterion for successful design; (2) how children make meaning in a Web-based environment; (3) theoretically grounded models of multimedia design including learner-centered design, activity theory, and models of participatory design with children. The chapter is informed by, and reports on, a qualitative case study using a child-centered participatory design approach with Year 2 children (6 and 7 year olds).