This Issue Brief presents data from two surveys conducted through the National Center for Education Statistics' (NCES) Fast Response Survey System (FRSS)a 1999 survey of public school Internet access and a 1999 survey of public school teachers use of computers and the Internetto examine whether teachers who report having classroom access and support (as measuredby both training and assistance for Internet use) are more likely to report using computers and the Internet for instruction during class time. This Issue Brief also examines teacher-reported school-level differences in support for Internet use and classroom access to the Internet. Classroom-level access to the Internet and support in the form of training and assistance appear to be important factors in instructional use of the Internet during class time. Half or less of teachers reported that all three resources were available, and of these teachers, about two-thirds indicated that they used computers or the Internet for instruction during class time. Furthermore, among teachers who reported having all of these resources, the percentage reporting instructional use of computers or the Internet during class time did not vary by the proportion of poor and minority students at these teachers schools. However, teachers in schools with high enrollments of poor and minority students were generally less likely to report the availability of these resources. The rapid pace of change in the world of education technology necessitates the further collection of data. A figure and two tables present data on: percent of public school teachers reporting use of computers or the Internet for instruction during class time, by the availability of resources (1999); percentage of teachers reporting use of computers or the Internet for instruction during class time, by availability of resources (1999); and percent of public school teachers reporting the availability of various Internet-related resources, by selected school characteristics (1999). (AEF)