A study gathered detailed baseline data on Indiana secondary (grades 7-12) social studies teachers use of the Internet/WWW in their teaching. An additional goal was to identify factors that might be related to the use of the Internet in Indiana social studies classrooms and to determine barriers that might keep teachers from using the Internet/WWW more frequently. A survey was mailed to 350 randomly selected teachers, drawn from a list of 4,103 high school and middle school teachers in public and private schools. The questionnaire solicited general background information on computers and computer use; asked about respondents' own use of the Internet/WWW, their use of the Internet with students, and perceived barriers to Internet use; asked for general background information about respondents; and contained open-ended questions designed to provide more detailed data on respondents' general beliefs about the Internet and their classroom uses. Final respondent total was 191, for a 54.6% response rate. Findings suggest that, although social studies teachers in Indiana have widespread access to the Internet/WWW, have had cursory training in computers, and manifest a desire to use the technology in their teaching, few teachers in this study were using this medium for much more than information gathering. It was clear that teachers who were more comfortable using the Internet were more likely to use it in their classes; it is possible that classroom access is only a necessary precursor to use. Unless professional development in this area focuses more on development of meaningful social studies teaching and curriculum, the Internet/WWW will continue to be underutilized in the social studies classroom. (Contains 7 tables of data, 4 notes, and 16 references.) (BT)