This report is the result of a five-month study; it is comprised of two components: (1) an overview of the current knowledge base regarding how rich media resources, like Teachers' Domain, can support teaching and learning in K-12 schools; and (2) case studies of teachers, technology coordinators and administrators' perceptions and potential use of Teachers' Domain. Although the research underlying this report was not intended to take up the question of the uniqueness of Teachers' Domain, perhaps this is the most prominent of its findings. With respect to both the review of existing research and the five individual case studies Teachers' Domain is a stand out. That is not to suggest that the field of educational technology is not cluttered with scads of materials vying for educators' attention; it most certainly is. WebQuests, digital archives, videoconferencing and wireless technologies are just a few of the kinds of resources filling school buildings across the country. In part, it is precisely this clutter that gives rise to Teachers' Domain's strength. Teachers feel the pressures of accountability legislation, high-stakes testing and notions of 21st Century skills, but even more, they feel the desire to teach. And they want their students to learn. And it is within this simple desire--albeit wrapped in the messy complications of each school's culture--that case study participants expressed an enthusiasm for a service like Teachers' Domain. This report includes a review of rich media knowledge base and 5 Teachers' Domain case studies.