The results of a transatlantic survey on technology-mediated Task-Based Language Learning (TBLL) are presented and discussed. The study was conducted within the scope of the European-funded Pan-European Task Activities for Language Learning (PETALL) project. The aim was to determine the teachers' acquaintance with TBLL and with the potential of Information and Communications Technology (ICT) for enhancing that approach. The survey also allowed us to characterise the teaching practices used in the language classroom in terms of this approach. As it was also possible to compare the responses from several countries, including the US, this chapter looks into the differences in beliefs, attitudes, and practices that exist between EU and US practitioners. The analysis of the data (by frequency) shows that there is a difference between the US and the EU in relation to TBLL in terms of familiarity, conceptualisation, and forms of implementation in the classroom. There are also differences in defining the benefits of technology-mediated tasks, as the EU respondents put emphasis on the teacher's creativity and responsiveness to new challenges, whereas the US respondents underlie the importance of it providing communication contexts closer to real life, as well as the opportunity for collaboration and mutual assistance. [For the complete volume, "Professional Development in CALL: A Selection of Papers," see ED593926.]