This study investigated and described the perspectives of science teachers who integrated a Web-enhanced problem-based learning model into their classrooms. The study examined: (1) teachers' pedagogical beliefs; (2) the roles of teachers; (3) the use of Web resources; and (4) the degree of increased student engagement. This qualitative study used in-depth interviews and classroom observations of five middle school teachers. Data from the interview and observation were examined to determine the relationship of teachers' perceptions of themselves as teachers and their teaching practice. Results imply that the successful integration of an innovative learning program with the use of technology may depend greatly on how teachers relate what they have believed about their own teaching practices to new teaching approaches. An appendix contains the interview protocol. (Contains 18 references.) (Author/SLD)