An extension of a doctoral dissertation that studied a group of high school seniors while they used the library for two assigned research papers, this paper presents a process approach to library skills instruction for high school students. The doctoral study traced the research process used by the students through a number of devices including questionnaires, interviews, journals, timelines, and flow charts. This paper includes a review of the literature, a discussion of the cognitive process used in library research, and a six-stage timeline of the library research process: (1) initiating a research assignment; (2) selecting a topic; (3) exploring information; (4) forming a focus; (5) collecting information; and (6) preparing to present. Some techniques to help students evaluate their own library research are suggested, and the importance of engaging the intellect of students as they develop their research topics is noted. An 11-item bibliography is included. (THC)