The article deals with the methological aspect of applying of web quest technology in teaching Russian to foreign students. The authors think that the usage of web quest technology depends directly on the level of the learning skills: either it determines the impossibility of work with this technology and the maximum adjustment of the work under the teacher’s supervision or on the contrary the maximum efficiency of the unsupervised work of the students with the technology. The purpose of the article is the analysis of the peculiarities of the work with the mentioned technology at the basic levels of teaching Russian to foreign students from A1 to C1. The application of this technology is impossible at level A1 owing to the limited lexical and informative (the topics for communication) minimum of the students. At level A2 the web guest technology can be used under the leading governance of the teacher. It’s advantageous to use web quest technology for the students to select independently the visual material in internet (pictures, photos, goods, clothes, famous places, people, price lists, maps, metro maps, traffic schedules) in accordance with the given task. In the authors’ opinion it is especially effective to utilize web quest technology in the teaching process with the students of Level В1. The goal of this level is to teach the perception of producing the unadapted Russian discourse in the frequently used situations of the communication in social, routine and social-cultural spheres. It is in these spheres of the communication that native speakers of their own language can fully use the information of media texts, materials of different internet resources the genre specificity of which (informative notes, news, information of the events, interview, texts of historical and culturological character) and lexical and grammar material coincides with their skills of learning Russian. This can make the work with the given contigent of students using the method of educational web quest maximally organic.