There is a critical need to understand the factors that influence the development of students' skills for using the Internet to search for and locate information. Teachers play an important role in this process and there is a related impetus to identify the dynamics of instruction in information-seeking activities. This study investigated German and American middle and secondary school teachers' perceptions about preparing students to use the Internet as a tool for research. Utilizing theoretical thematic analysis, results indicated teachers from both countries felt specific student attributes contributed to and inhibited processes associated with online information searches. Importantly, there were also similarities and differences in the strategies teachers perceived as necessary for preparing students that were linked to pedagogical and contextually-specific factors. Implications for future investigations include incorporating observations of instruction and collecting teaching artefacts to further identify the pedagogical strategies implemented by teachers from each country.