Phase 1 of this study explores findings from a nationwide survey on computer-assisted language learning (CALL) that was completed by 409 in-service teachers of French, German, and Spanish. These results, in turn, informed specific themes that were explored in greater detail during focus group sessions with 22 in-service K--2 foreign language teachers (Phase 2). The main theme that emerged from the survey and the focus groups was the perceived need (expressed by in-service teachers) for future teachers to learn how to think about, analyze, and integrate new technologies into a foreign language curriculum without having to depend on tool-specific training since prospective teachers will use a number of new technologies--many of which have not yet been developed--throughout their career. Consequently, Phase 3 of this study examines a new component of a foreign language pedagogy course in which 18 prospective teachers studied and applied a faceted classification scheme for analyzing and understanding computer-mediated discourse as a tool-independent approach to CALL training.