With their casual acceptance of information on the Internet, high school students are a tough audience for librarians. A detailed study of 12 middle and high school students in 2003 revealed that 77% of the students' searches for answers to health questions led them no farther than a search engine's first links [1]. Another study based on two dozen focus groups (157 teens) reported that students acknowledged lacking the skill to evaluate Internet sites [2]. An anecdotal report from National Public Radio suggested that, even in college, students forgot to verify sources unless asked to do so—and that faculty rarely asked [3]. These habits can become entrenched by adulthood, and as librarians, educators, and computer systems analysts agree, most Internet users are guilty of taking information on the Internet at face value, even if they know what steps to take to evaluate content [4–6]. Given this challenge, a team of outreach specialists at the Medical University of South Carolina (MUSC) Library in Charleston, South Carolina, experimented for three years with ways to teach high school students to critically evaluate health websites. The team's goal was to develop and compare interventions for teaching students how to evaluate health websites and transfer what they had learned to new situations. Using the results discussed here, the team developed an outreach program, “Get Net Smart for Good Health,” that engages students in active learning through a hands-on computer workshop and a role-playing activity called “Cyber Court.” A program description and portable document format (PDF) file of the “Get Net Smart for Good Health” curriculum are available online [7]. This paper describes program development and evaluation results for 2005 to 2007.