Many universities and colleges are beginning to use integrated course management systems to support learning with online tools. Unfortunately, increasing the ease with which these tools can be used does not necessarily translate to effective and efficient use. This paper describes a case study of the design and application of an online quizzing tool that was used within a course management system to develop self-guided, scaffolded instruction that takes students from practice quizzes on problem solving at the sub-set skill level through complex problem solving in homework assignments to "real" online quizzes that support learning in engineering mechanics. Upon reflection, the authors noted that there was a 'growing' process involved for both students and instructors. Students who participated in the guided, scaffolded instruction appeared to perform better than students in previous semesters. Return on the investment of effort in the design and development of this project will be realized in repeat offerings of the course, and in transfer to other core courses.