With the inception of the Web now being more than 20 years ago, many Web-based learning technology systems (LTS) have had a long life and have undergone many changes, both affect content and infrastructure technologies. In an earlier paper (Pahl, 2003), we introduced a facetted dimension model to capture the various factors of change and suggested a change-aware design of LTS. The purpose of the paper here is to add empirical results to the facets in order to show the relevance of the dimension model by specifically looking at an LTS that has been developed, maintained and extended over a period of more than 20 years. A key observation is an unexpectedly high impact of environment constraints, but also of new opportunities emerging over time.