This study investigated the experiences and perceptions of two instructors while designing, teaching, and evaluating a flipped, intermediate Spanish course. Qualitative data was gathered through pre-post semi-structured interviews, curriculum design documents, class observations, and student course evaluations. The findings revealed that beliefs about teaching and learning, tensions between pedagogy and technology choices, appropriateness of CALL and in-class tasks, and sustainability of the learning environment shaped the instructors' approach to design and teach the flipped CALL course. Discussion on how the flipped approached served to facilitate and sustain communicative, task-based instruction with opportunities to integrate tasks and technology are presented.