This article describes and recommends an approach to CALL-related research and development activities  in which the CALL portion of the learning process is not addressed in isolation but as part of a total instructional system which also includes the live teacher, textbooks and other print materials, outside-of-class learning opportunities, and numerous other non-technological components. In order to determine the optimum instructional strategy (including CALL) to be used in a given language learning situation, the instructional developer must first assemble detailed information about the intended outcome goals of the instruction, as well as about the language background, language learning aptitude, and other input characteristics of the students to be taught. Only after these crucial initial  steps have been taken does it become possible to meaningfully and effectively consider the appropriate instructional strategies to be used in developing the intended outcome performance abilities on the students' part. Eight major procedural steps are discussed for developing, refining, and evaluating the efficiency and effectiveness of language teaching programs based on the input-process-output model described.