Literature suggested that the mandated filtering required by the Children's Internet Protection Act of 2000 adversely affected the educational system. The literature stated that schools imposed more restrictive filtering than the Act mandated. School systems had the responsibility to ensure that children learn to read, write, and perform mathematical operations. These three core fundamentals progressed toward the end goal of preparing a child for continuation in higher education or the workforce. The items were tested on an annual basis to measure a school's effectiveness. With the introduction of the Internet into the school setting, stakeholders had additional responsibilities of teaching the students how to live and sustain in a high-tech world. The Department of Education dictated standards to implement a new learning environment. They also specified that training should occur teaching students the proper usage of the Internet.High school teachers and librarians were interviewed giving qualitative data to be analyzed. Through analyzing the data, 11 themes emerged: impact on completion of assignments, limitations of filtering, impact on teachers, impact on research, guided vs independent research, purpose of research projects, available resources, student background on research, student journey on research projects, awareness, and age group of students. The researcher performed the study at public high schools in Colorado. The district information technology (IT) department furnished acceptable usage policies (AUPs). These findings coupled together suggested that the filtering had no effect on the completion of research assignments for the high school students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]