Online information is not regulated for quality of content or accuracy; therefore, content found online is not always complete, accurate, or unbiased. While media-literacy education exists, educators often only see the final result of students' online research in the form of the assignment or a works cited page. For teachers to address the media literacy needs, there needs to be an opportunity for teachers to better understand the research behaviors and rationale behind online research decisions. This descriptive multiple-case study used direct observation, learning analytics, and interviews to explore the online research strategies used by high-school students. The participants' online research behaviors were collected using the learning analytics app "ThinkingApp." This study found that students primarily rely on search engines to conduct academic research, engaged in confirmation bias by seeking known information to provide a source to validate the information, and felt time was being not being adequately spent combing through accessed websites. Students were forthright about their online research decisions and the level of preparedness each felt they have received during their time in public school. Most of the participants felt teachers assumed students knew how to find information. Consequently, very little time was spent in the classroom reviewing research procedures; rather, students were left to their own devices to locate, analyze, and evaluate information for academic purposes. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]