This article reports the findings of a program evaluation project that assessed the integration of technology-enhanced language learning (TELL) into a second semester, college-level French course. Thirty-three French II students participated in this study. Students in the treatment group met with the instructor three days per week and, for the fourth class, they participated in TELL activities. The control group met with the instructor four times per week. Both groups had the same instructor, textbook, and ancillary materials. The article reports on student performance in French for listening, speaking, reading, and writing skills, and on their cultural knowledge. Findings indicate that the students in the treatment group performed equally well as the control group in listening and speaking and better on reading and writing achievement measures. The study also includes findings regarding student motivation, anxiety, and perceptions on meeting the language learning goals students set for themselves. The results may be interpreted that it is both feasible and desirable to integrate, in principled ways, TELL activities into the language learning curriculum.