This study investigates children's attitudes and technology use for learning Spanish, and examines the type of technology-enhanced learning activities they enjoy. A survey with two versions was developed to gather attitudes and opinions of 2,220 children in grades K-2 and 3-8 in eight small rural school districts in the Midwest of the United States. A pictorial scale was used to survey the youngest students. While results indicated positive attitudes overall toward the technology-enhanced activities, attitudes did vary significantly across individual differences such as age, gender, and home computer ownership. Young children, girls, and children without a home computer expressed the highest positive attitudes. The number of years that children participated in the study also accounted for some variance in attitudes, although not significantly. These results are discussed, with implications for future research on computer applications for early Spanish learning. (Contains 4 figures and 6 tables.)