Web-based resources have the potential for improving classroom instruction through access to new scholarship, diverse perspectives on historical events and current issues, and online connections to people under study. This study is based on a three-year examination of how social studies teachers make decisions on using websites to rethink their instruction about the world and its peoples. Data were collected on the teachers' backgrounds, their instructional goals, critiques of sites, and their explanations of how web resources were selected and incorporated into their instruction. Findings include the infusion of contrapuntal voices, strategies to incorporate global changes, and some paradoxes about teacher preferences for particular types of websites. Popular Ways to Use Websites is appended.