This study focuses on the relationship between an eighth-grade U.S. history teacher's philosophy of teaching history and his selections of Internet-based, instructional materials to help with curriculum and instruction decisions. The objective of the research is an investigation of two reciprocal influences: (1) the teacher's philosophy of teaching history on choosing resources from the Internet; and (2) the influence that the Internet has on this teacher's philosophy of teaching history. The teacher in the study was interviewed once a week during the first year of the study. Classroom observations were conducted once every two weeks to record teacher-student interaction with the Internet during instruction. The teacher's Internet log books also were analyzed. A shift in the teaching philosophy was noted as more resources were available for classroom use and that was followed by greater experimentation with curricular and instructional decisions. (EH)