The kinds of representations and associations that elementary and secondary educators are building of the Internet and the ways in which these representations vary depending on their use were studied. Subjects were teachers from the Center for Technology in Education (New York) national telecommunications survey who had responded that they used the Internet for more than just electronic mail. Participants were sent an open-ended questionnaire that covered Internet use, involvement, learning, use in schools, future, and background. Responses were received from nine women and nine men who had spent an average of 19 years working as educators. Half were classroom teachers, two were librarians, and the others were technology specialists at classroom or administrative levels. All but two of the interviews were conducted over the Internet. Responses indicate that obstacles to Internet use for elementary and secondary education are substantial. These users were extremely technologically sophisticated and were drawing on skills they had developed outside their professional roles as teachers. They also were in schools with the necessary technology--conditions not available for the majority of teachers. Suggestions are given for making the Internet more accessible and more friendly for the educator user, as well as for expanding the available technology. (Contains 26 references.) (SLD)