Anyone in the United States who wants to learn Spanish can easily find local instructional options. Opportunities abound as well for maintaining one's Spanish: all-Spanish television stations, widely distributed print media, and an abundance of native speakers. Learning opportunities and resources for other commonly taught languages (CTL) such as French or German are fewer than for Spanish, but still much greater than for less commonly taught languages (LCTL) such as Russian. Prospective Russian students will have considerably more difficulty in finding classes offered locally. It's likely that learners of LCTLs will find and use online resources for learning and maintaining the language, because there may be no other option available. One might assume therefore that LCTL learners would be eager to embrace technology for language learning. Paradoxically, however, surveys have found that LCTL learners are by and large less computer-savvy and not as interested in online language instruction (Winke, Goerther, & Amuzie, 2010). The latter finding is particularly ironic because for some languages, classes may be possible only through distance learning. In this column, the author and his colleagues will discuss some of the ways technology is being used in LCTL instruction and explore the dynamics of the integration of technology into the learning of LCTLs. The languages discussed here are those less commonly taught in the United States. (Contains 58 resources.)