This paper explores the impact of Internet access in schools on teachers' professional lives, experiences, and capabilities. The research was conducted within the context of Common Knowledge: Pittsburgh a project designed as a collaboration between the University of Pittsburgh (Pennsylvania), the Pittsburgh Public Schools, and the Pittsburgh Supercomputing Center that provides supercomputing and technical resources to scientists and researchers throughout the country. The major data-gathering methods were qualitative observations, semi-structured interviews, account holder surveys, and the collection of archival material. Findings related to the following consequences of teacher Internet use are reported: increased work-related communication with others; increased interaction within the school; increased interaction outside of the school; increased opportunities for engagement in professional development activities; increased knowledge of computing and the Internet; home computer purchases by teachers; expansion of the teacher's role outside of the classroom; and increased professional pride and enthusiasm. (Contains 23 references.) (MES)