The importance of a structured learning framework or interrelated frameworks is the cornerstone of a solid English as a foreign language (EFL) computer-assisted language learning (CALL) curriculum. While the benefits of CALL are widely promoted in the literature, there is often an endemic discord separating theory and practice. Oftentimes the promise of new technologies is mitigated by a lack of pedagogical consideration. While continuous upgrades are an essential component of any curriculum, using technology as a motivational tool in the classroom without clear and research-based teaching approaches and techniques is a slippery slope. A balance must be struck between infusing educational technology in the classroom with pedagogy. This article illustrates a course design processes, combining CALL usage and pedagogy for second-year language learners in a Japanese university listening course. First, we identify the rationale behind why our institution needed to upgrade the technology used in the classroom. Second, we identify the process of how this CALL listening course was developed. Last, we report on student responses to these technological changes and pedagogical decisions.