Social capital (or the ways in which people in an organization collaborate and to a greater extent the quality of professional community in that context) has a variety of implications for organizations, specifically schools. This study examined the relationship between attitudes of administrators and faculty at the secondary level toward Internet-based technology and virtual networking and the development and support of social capital within schools' organizational contexts that can lead to school improvement as demonstrated by student outcomes (e.g. achievement and a sense of community welfare or connectedness). A mixed method approach was utilized that consisted of a questionnaire, focus group discussion, and site observation conducted in six selected secondary schools in Pennsylvania. The findings of this study demonstrate a high positive significance between (teacher and administrative) perceptions of Internet-based technology and virtual networking and the development of social capital within these schools. A policy development strategy along with specific practices that enhance those perceptions are outlined. Given the proliferation of technology within school settings, this study will provide policymakers and educational leaders, concerned about 21st Century learning priorities, with knowledge that will inform their decision-making regarding the perceptions and attitudes toward Internet-based technology and virtual networking and its relationship to social capital within the secondary school context. [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.]