Despite the evolution of software for computer-assisted language learning (CALL), teacher resistance remains high. Early software for language instruction was almost exclusively designed for drill and practice. That approach was later replaced by a model in which the computer provided a stimulus for students, most often as a partner in games. However, these games are essentially limited exercises and consequently, student recall of the content is limited. They are also difficult for most teachers to integrate into the curriculum, and they actively erode the teacher's role by challenging the student to find a single correct answer. Other, more general factors inhibit teachers' use of existing software, including the time needed to become familiar with it, lack of standardization, and students' pre-existing familiarity with the programs. Rather than producing more of the same kinds of materials, the language profession should turn its attention to applications software such as word processors, spreadsheets, database communications programs, graphics packages, and desk-top publishing. They are distinguished by the need to learn only one program, the fact that they are real, not only realistic, their portability, and the genuine role given the teacher. The programs are tools, not teachers, and are gaining substantially in interest in education. (MSE)