Recent research has shown that computer technology, including databases, is becoming a part of social studies instruction. Yet it still is not clear how teachers are using databases and what are the outcomes from such use. The research reported in this document addresses three principal questions: (1) How do teachers use computer databases in teaching problem solving? (2) What do students learn during this kind of activity? and (3) What are the enablers and inhibitors of successful database use during teaching and problem solving? A case study approach was used in exploring the answers to these questions. Eight teachers and their students were observed during at least 10 class sessions; teachers and selected students were interviewed; and written teaching plans, class materials, and student projects were reviewed. Some of the inferences drawn from the study are that: time pressure affects teachers and students alike, but there are specific techniques for making good use of time when attempting computer based problem solving; lack of student knowledge must be anticipated by the teacher, who has to incorporate specific ways of overcoming the problem in teaching; and using small non-competitive groups of students works well. A 32-item list of references is included, as are 4 tables. (DB)