This article outlines what it means to be a strategic language learner in the context of Computer-Assisted Language Learning (CALL). It looks at the possible roles for language learner strategies at their crucial intersection with language learning technology. We will first consider what language learner strategies have been represented in literature and also consider the kind of fine-tuning of them that is likely to be a priority for maximizing their benefits in learning more complex language functions. Then we will consider how strategies can best be applied to dealing with CALL--e.g., (1) strategies for selecting what to study, (2) strategies for how to study an L2 online, and (3) strategic material integrated into websites-- where strategic options for performance of the content material are explicitly emphasized. A focus will be placed on the learning and performance of L2 pragmatics, since this is a high-stakes area of L2 learning. (Contains 10 notes.)