The topic for this paper developed as a result of observations made during the course of a joint Internet pilot project with K-12 teachers and administrators in the city of Saskatoon (Canada); the project was designed to determine the amount of professional development time the participants needed to become functional Internet users and to explore ways of integrating network resources into classroom instruction. This paper discusses how to contend with four potential "speed bumps" on the Information Highway. As exemplified in the pilot project, classroom teachers will not integrate network technology into their instruction any more quickly than they have adopted other forms of technology; until teachers are made more comfortable using computers, there will be no significant change in instructional practices. Networked information services can meet the needs of users only if such services are easily accessible; educational administrators and decision-makers must be prepared to allocate sufficient funds and human resources to support this technology. The quality and quantity of information available on the Internet demonstrates the need for development of analytical skills in selection and evaluation of educational technology. Finally, when integrating networked technology, professional development is important in order to provide teachers with time saving action plans, menus of activity structures, site addresses and resource lists. (Contains 13 references.) (AEF)