The qualitative study reported in this article explored the use of technology for language learning in a third-year French class at a public university in the Midwest of the USA. To address the need for a more holistic study of technology for language learning (Basharina, 2007; Thorne, 2003), an Activity Theory framework was employed to investigate the relationships among different elements within a learning environment. Specifically, this multiple-case study examined the relationships between students' reasons for using different types of technology and the instructor's rationale for using technology in the French class. The analysis of interviews conducted with the participants throughout a semester revealed a mismatch between the students' and teacher's rationales for using technology for learning French. The findings suggest that to make technology-enhanced language learning more effective, instructors should assess students' use of technology, their preferences and needs, and thus structure class activities and assignments accordingly. (Contains 2 notes, 1 table and 5 figures.)