In recent years, the range and complexity of both language learning technology and the environments in which learners utilize it have become more central factors in language education. Given the already stunning--and growing--number of technological options for language learning, teachers working with both established and emerging applications for learning tasks and activities face the problem of how their students can use them most effectively. While acknowledging that appropriately designed technology and tasks are important, this paper examines four strands of evidence to support the contention that learner training offers a complementary direction for addressing this problem. These strands include research on the gap between language learner needs and their technological proficiencies, results from implementation of a learner training framework, a review of research studies acknowledging the potential value of learner training in their discussion sections, and examples of research and practice that incorporate learner training, including a recent set of technology standards. Collectively, these strands converge on the conclusion that learner training for efficient and effective technology use should become a more central theme in research, development, practice, and teacher education.