The aim of CALL practitioners is to work towards a state where computers are fully integrated into pedagogy, a state of "normalisation." This article draws on a qualitative research study into two EFL settings to discuss obstacles to normalisation and ways of overcoming them. It identifies a number of key features which appear to be significant in achieving normalisation, and relates the findings to previous studies concerning the implementation of CALL in language teaching. The discussion and findings should be of value to those seeking to achieve the normalisation of computer technology in their own language teaching contexts, and also of value to those seeking to research the effectiveness of CALL in other settings in qualitative mode. (Contains 2 figures.)