In Spring semester 2006, we conducted a study with 50 learners of German to investigate the use of a new measure (Cardenas-Claros, 2005) for research on the field independent/dependent (FID) cognitive style and CALL use. After the measure was administered, students worked on a CALL program for German that logs interaction. This paper reports the reliability and item analysis of the FID-CALL measure in addition to its relationship with learners' behaviors in the CALL program. With the goal of understanding how FID intersects with satisfaction and success in learning through CALL, we suggest areas for future development of the measure. (Contains 3 figures, 8 tables and 1 note.)