At the turn of this century, Nosek, Banaji, and Greenwald (2002) captured much attention from the mainstream media and shocked the research community by conducting a controversial Internetmediated study on implicit attitudes, which used a sample of more than a half million web participants during a 2-year period. In fact, a variety of research teams continue to perform remarkable feats through Internet-mediated research studies that otherwise could not be achieved in the traditional laboratory setting, including examining the factor structure of the Big Five personality traits using a sample of more than 100,000 adults, reaching out to hundreds of HIV-positive Hispanic gay men, or sampling thousands of Australians overnight ( Fernández et al., 2004 ;Hoerger, 2009 ;Srivastava, John, Gosling, & Potter, 2003 ).Clearly, the rapid pace of technological advancement has afforded psychologists unforeseen opportunities for conducting high-powered studies involving a broad range of samples. Although computer programmers have the technical knowledge to implement elaborate online studies, the scope of their expertise rarely covers research ethics. Similarly, although many psychologists are familiar with the Ethical Principles of Psychologists and Code of Conduct (the Ethics Code; American Psychological Association [APA], 2010) and local institutional review board (IRB) standards, too often their technical skills are lacking ( Flanagan, 1999 ). As Keller and Lee (2003) emphasized in their review, "Rapid technological changes are proceeding at a pace that challenges the industry ' s ability to understand the moral issues, let alone address them" (p. 211).This chapter narrows the gap between Internet technology and research ethics so that psychologists can strive to meet exemplary ethical standards and, at the very least, avoid many of the common ethical pitfalls of Internet-mediated research. Although advanced methodological issues are beyond the scope of this chapter, basic design considerations are explored to the extent that they are aligned with ethical decision making. Similarly, although the importance of Internet research is considered periodically throughout this chapter, relevant reviews would be more useful in highlighting the utility of this particular methodology (e.g., Birnbaum, 2001 ;Skitka & Sargis, 2006 ). Related topics involving the interaction between technology and ethics, such as telehealth and distance learning, are considered elsewhere in this handbook. (More information on telehealth can be found in Chapter 10 of this volume. More information on academic cultures can be found in Chapter 12 of this volume.) Upon completing this review, the reader will have a greater understanding of basic terminology and technical issues, the online informed consent process, privacy and confi dentiality protections, debriefi ng procedures, issues involving participant respect, benefi cence and justice considerations, and resource allocation strategies necessary for conducting most Internet research studies in an ethical ...