The purpose of this study is to examine the type of CALL software usage that ESL teachers judge to be appropriate in the ESL classroom. In this study, a survey to measure attitudes towards computer assisted language learning was administered to members of TESOL that belong to the computer-assisted language learning interest section. The data was analyzed using correlational procedures. The most significant finding was the difference between what the subjects judged to be an appropriate program type and what they actually use. The rankings of individual programs suggest that teachers would prefer to use more facilitative and collaborative programs but actually use more instructional programs. The simplest explanation is that most software available is of instructional nature and teachers simply use what is available rather than what they prefer. There was little if any correlation between what the subjects thought they would use and what they did use in terms of program type.
