Much research has been done in the area of distance and online education and the possibilities and obstacles connected to that kind of education (see for instance Jonassen, D., Peck, K. L. & Wilson, B. G., 1999; Jung, 2005; Rowntree, 1999; Salmon, 2002, 2004) As long as we talk about distance and online education there are always holders of the course package who has done objectives for the course, tasks and examinations. These kind of courses normally have "teachers" and "students" and for instance a university or a department is responsible for the access to the learning material on the web site.The Internet has also made it possible for others than the traditional educators to provide learning material for different interest groups. Agencies, like The Swedish National Agency for Education (Skolverket) and The Swedish National Agency for School Improvement (Myndigheten för skolutveckling) have web sites containing lots of information, useful materials and other resources in different areas to facilitate for in-service teachers. Now we are not talking about courses but about learning material available for all, and it is not education in traditional meaning. This resources can be used for self directed learning among teachers and could lead to school improvement in the long run, but does it? Not much research has been done in this field although much money and time is spent on creating and developing this kind of learning resources. Evidently there is a need to investigate this. Our research question is - how do teachers use web based learning materials - if they use them? By direction of The Swedish National Agency for School Improvement, the Department of Education at Mid Sweden University has developed a pilot for a web-based learning material in the area of early reading and writing development. This web site is primarily intended for teachers in pre-school class and teachers in school year 1 to 5. At the web site there is for instance articles on reading and writing learning strategies, and different methods for reading and writing instruction, short videos from classrooms, from lectures, and pre-school environments. A study guide is available with questions to discuss and instructions for self regulated learning and in-service co-operative learning among teachers at schools. The purpose of our study is to reach a deeper understanding of how teachers use web based learning material in the area of early reading and writing development, if they use it at all. We are also interested in exploring the teacher's ways of relating to and how they express their thoughts about this kind of learning materials.At the moment we are not sure about how to analyze our data, because we want to be open minded to the possibility of different outcomes and we intend to have an inductive approach.In a pre-study we will use observations and interviews to ensure the usability of the web-based resources used in this study. In the main study both survey, diary and interview methodologies will be used. To better understand how teachers use web sites for their own learning. Jonassen, D., Peck, K. L. & Wilson, B. G. (1999). Learning with Technology. A Constructivist Perspective. Upper Saddle River: Prentice Hall. Jung, I. (2005). ICT-Pedagogy Integration in Teacher Training: Application Cases Worldwide. Educational Technology & Society, 8 (2), 94-101. Rowntree, D. (1999). Preparing Materials for Open, Distance and Flexible Learning. An Action Guide for Teachers and Trainers. London: Kogan Page. Salmon, G. (2004). Etivities: The key to active online learning. London: Kogan Page. Salmon, G. (2002). E-moderating: The key to teaching and learning online. London: RoutledgeFalmer. The paper is intended for publication, but it is not yet decided where.