This paper examines the relationship between confidence and CALL--specifically the use of audio and video technology among language teachers. Through logged usage of CALL, the authors tracked seven teachers at two large universities in the United States over a term. These teachers were also interviewed periodically in order to gain insight into their confidence with and use of CALL. Upon data analysis, the authors identified the teachers as "less confident, contextually confident" and "highly confident". "Highly confident" teachers used technology less often with less integration than the "contextually confident" teachers. "Less confident" teachers integrated CALL only in prescribed ways. The authors conclude that CALL teacher preparation may benefit from a focus on developing contextualized confidence within certain teaching domains or types of technology rather than expecting teachers to develop a high level of confidence with technology across domains. (Contains 5 tables, 1 figure and 1 note.)