This study provides a clearer portrait of the extent to which practicing history and social studies teachers, who explicitly expressed an interest in the potential of technology and advocate the use of primary sources within their teaching, are using Internet technologies to prepare students to learn to think historically and in turn participate in the education of young citizens who are capable of informed deliberative criticism. Participants for this study included teachers who participated in the Virginia Center for Digital History training efforts in the fall of 2003. The research design for this study included an examination of data from classroom observations using a conceptual/observational framework that explored the fidelity and frequency of primary source and technology use in terms of historical content and instructional purposes. This study demonstrates that the participants' purpose for teaching, in terms of their deliberative reflection of the relationship between means and ends," emerged as the strongest influence on both their use of primary sources and the use of technology to support these practices. (Contains 39 notes.)