This research was conducted as part of Project CIRCLE, a collaborative project between the University of Texas at Austin College of Education, the Austin Independent School District, and the Eanes Independent School District. The intent of the project was to establish collaborative knowledge-building communities in high school classrooms among secondary students and teachers and university students and faculty supported by innovative constructivist uses of computer technology. The primary goal was to determine the effects of such knowledge-building communities on students' approaches to learning. The study took place in one inner city and one suburban high school in the Austin, Texas area. The Student Perceptions of Classroom Knowledge-Building (SPOCK) instrument measured four aspects of students' perceptions of their own knowledge building and intentional learning behavior: (1) knowledge building; (2) question asking; (3) self-regulation; and (4) lack of initiative. In addition, the instrument measured extent of teacher directedness in the classroom and extent of collaborative learning among students. Overall, the results suggest that the infusion of technologies that support knowledge building, intentional learning, and collaboration can enhance the establishment of collaborative knowledge-building communities in high school classrooms and can influence students' perceptions of the classroom environment. (AEF)