This paper describes a small-scale project which examined the use of a variety ofCALL and CALL-type approaches to teaching English as a foreign language in universityclassrooms. Teachers and students in several different kinds of classes were surveyed,and teachers interviewed about their experiences using computers and onlineresources in English language classrooms. With few exceptions, both teachers and studentswere largely positive about the efficacy of blended CALL programs, and relativelycritical of entirely out-of-class packages. An exception to this was the remedial program,which used an integrated package without significant blending. This program was almostunanimously rated by students as useful for language learning.