The earth sciences is an evolving set of disciplines encompassing more than 30 specialties; however, earth scientists continue to be trained within the traditional disciplinary structure. Earth science education should focus not only on student acquisition and retention of factual knowledge, but also on the development of higher-order skills needed to operate in a technical world. These include the capacity for complex problem solving, lifelong learning, and effective interpersonal interaction. One of the most promising pedagogies to meet these goals is the effective integration of World-Wide-Web-aided instruction. Several characteristics of the Web which highlight its potential as an instructional tool include: (1) its asynchronomous nature; (2) its ability to include simulation of complex earth systems; (3) the ability to provide student access to real time earth systems data; and (4) the ability to deliver authentic assessment. Students enrolled in Physical Geology (n=545), a core curriculum class at Texas A&M University, were administered questionnaires at the beginning and end of the fall semester to ascertain: characteristics of the study body taking this course and effectiveness of the associated class Web sites in terms of their ability to foster student learning. The study found that 56% of students enrolled in this course were business majors; 68% enrolled in it because they perceived it to be the easiest science class that fulfills the university requirement; 79% reported that they viewed science as having little or fair impact on their lives; and 74% believed that the development of strong quantitative skills is fairly or very important for their education. Students perceived that they had little to fair knowledge about computers. Instructional Web sites either need to be fairly simple or contain tutorials on the use of the Web site. (Contains 52 references and two tables.) (PVD)