This study examined the cause-effect interconnectivity of various mental models utilized by 10 American and Australian teachers and media specialists when involved in one-on-one teaching-learning episodes using electronic resources in the context of researching information for authentic school assignments. The researchers investigated runability (i.e., if and how the teachers' mental models changed during the teaching-learning episodes) in order to build a profile of appropriate mental model elements. Methodologies included pre- and post- interviews, video-taped teaching-learning episodes, process-tracing stimulated recall interviews based on the videotapes, and data analysis with the aid of a qualitative software package. The findings describe where variations existed in the mental models with respect to teachers' perceptions of themselves as teacher and learner with electronic databases, their students, lesson planning, teaching strategies, and goals. Contains 18 references. (DLS)