The purpose of this study is to develop a model to teach procedural knowledge using the Internet. Over a 3-week period graduate level education students (N=10) were provided 12 hours of instruction and access to the Internet. Data collection methods included pre-workshop questionnaires, weekly journal entries, and post-workshop questionnaires. The preliminary questionnaire contained questions about teaching experience, computer background, level of familiarity with the Internet, expected use of the Internet for personal and professional development, predicted usage time on the Internet, and reasons for participating in the workshop. The teaching model involved three phases: (1) direct group instruction; (2) tutoring; and (3) open exploration. The findings of the evaluation suggest several effective means of integrating Internet training into teacher education programs. The recommendations include anchoring instruction in an authentic activity, providing guided practice, integrating Internet training into a concise time frame, and minimizing overall instruction time. (DDR)