In 1998 the American Historical Association began an ambitious project, "Teaching and Learning in the Digital Age," designed to allow groups of historians in different parts of the country to experiment with the use of computer-based technologies to enhance the teaching of undergraduate survey courses. It aimed to enable these historians to reflect upon the implications of the new technologies for the teaching enterprise in general, and for their own teaching in particular. An important feature of the project was the focus on using primary sources in the teaching of survey courses so as to increase engagement and active learning by our students. In furtherance of the project and supported by a grant from the National Endowment for the Humanities, three groups of historians representing collaborative linkages between two-year and four-year institutions in Wisconsin, North Carolina, and Southern California have been organized. Their purpose, following a discussion of the surveys they teach and setting goals, has been to design web-based lessons and materials that can be used in survey courses, and to reflect on what they have learned. These materials will soon be made available on the web for all history teachers to use through the American Historical Association. In this article, the author shares her observations about serving as a leader of the Southern California cluster of historians in this project. (Contains 4 notes.)