Although K-12 teachers are frequently exhorted to maintain classroom websites, little is known about how they view or accomplish such work. To address this gap in the research literature, the study described here used qualitative methods, including computer-mediated interviews and document analysis, to explore secondary English teachers' perspectives on how they designed and used classroom websites to support their pedagogy. Participants included 20 teachers with varying professional experience from five different school districts in the northeast United States. Data analysis was framed by sociocultural perspectives on literacy and technology. Participants reported five main reasons for creating their websites: (a) conform with school or district expectations, (b) communicate with parents, (c) help students catch up on in-class information and assignments, (d) position students for postsecondary success, and (e) respond to external pressure. Their uses for their websites ranged from providing online versions of existing in-class resources and materials to providing additional opportunities for interaction beyond class. Their efforts were supported and influenced by district administrators and by peers. (Contains 2 tables and 1 figure.)