With the emergence of new technologies, there are many concerns about the use of interactive technology in the art classroom. The literature suggests that interactive media such as the Internet and electronic mail can enhance the learning experience for the art student. Learning is individualized to accommodate students' cognitive styles and provide alternatives for different interests. Students become active learners, and the teacher acts as a facilitator for the students' learning. The art room becomes a global environment where communication is quick and worldwide, yet personal. While great benefits can be gained by using this technology in the art classroom, the attitude of the teacher and the availability of computers must be considered. This study explored the effectiveness of the Internet as an instructional tool. Eighth grade art students participated. Data from an attitude inventory taken before and after the project formed the basis for assessing students' attitudes toward the interactive media and art history research. Qualitative data from interviews with randomly selected students were coded to provide insight into students' thoughts and feelings about using the interactive media to learn about art history. Additionally, data were collected while observing students as they engaged in the Internet-based art history research project. (Contains 17 tables, 1 figure, and 9 appendixes, including permission forms, resources for art educators, fieldwork notes, surveys and handouts, interview questions and transcripts, and coded interviews.) (Author/BT)