This study investigated the ability of high school students to cognitively understand and implement parallel processing. Data indicates that most parallel processing is being taught at the university level. Instructional modules on C, Linux, and the parallel processing language, P4, were designed to show that high school students are highly capable of not only understanding, but of applying parallel processing. Eight high school students, 11th and 12th graders, were study participants. Students studied, evaluated, and executed programs in C and P4 on the Linux operating system. A complete description of the six instructional modules is provided. Overall, the results of the instructional modules clearly indicate that high school students can understand and implement parallel processing. An unanticipated positive result of this project was the high level of student motivation that resulted. Students pursued additional avenues beyond the scope of this project and spent many hours outside of class on the project. Also included in the study was a survey of 30 high schools in Illinois concerning teaching parallel processing and other programming languages. Results shows that most high school teachers are unaware of the existence of parallel processing and/or reluctant to advance their own knowledge in this area. Appendices include the instructional modules, introductory activities, performance tests, surveys, and C, Linux/Unix, and P4 handouts. Four figures and three tables illustrate data. (Contains 16 references.) (MAS)