In this article, the author describes the graduate research seminar she taught on "History and Media." Her objective for the course was to engage graduate students in an inquiry-based investigation: What roles are the new media technologies playing in the changing nature of historical practice? In preparation for the weekly class session, seminar members read on-line essays, reviewed websites and prepared written summaries of their "electronic fieldwork." The class sessions, held in a networked computer lab, were used for discussion and presentation of historical, interpretive, and pedagogical issues raised by the course readings. For convenience and convention, historical practice was defined as three distinct, related enterprises: (1) research; (2) teaching; and (3) public interpretation. The course was centered on an examination of "History Matters," the United States history survey on the Web developed by the Center for History and New Media at George Mason University and the American Social History Project at the City University of New York. (Contains 17 notes.)