As Internet technology becomes more widely available in primary and secondary schools, there is a compelling need to provide professional development which supports educational reform goals, models collaborative inquiry-based learning, and guides teachers toward incorporating the global information infrastructure in their instruction. Current educational practitioners have clearly articulated their needs in a number of state and national forums. They reject traditional inservice models, insist on curricular relevance, demand to be mentored by their peers, want adequate time to practice and implement new learning strategies, and expect ongoing support as well as recognition for their efforts. These conclusions are derived from statewide planning efforts in Oregon and New Mexico, the CoSN-FARNET national project, and the proposal for a national Online Internet Institute in the summer of 1995 as well as observations posted to the "NTPlan" list in early 1995. The proposed implementation model applies these conclusions by projecting an example of an appropriate professional development activity.