This chapter addresses the issue of variable accuracy of science information on the internet, how to address this topic in undergraduate science courses, how to make students aware of this situation (if they are not already), and how to begin to train students to read and think critically about the information they obtain from the internet. Background will be provided on the extent to which students have adopted the internet as a primary source of information. This will be followed by an overview of a multidisciplinary, technology-enhanced, student-active module which was developed and used by the author in undergraduate science instruction to build and refine students’ critical and analytical skills with respect to this timely and extremely important issue.