As more and more teacher preparation programs realize the need to include courses that deal with
computer-assisted language learning, a crucial decision as to what is taught needs to be made, taking into consideration the
various post-graduation goals ranging from teacher or teacher-trainer to researcher. Thus, the question of whether to go beyond
teaching the potential uses of the computer and the Internet and to delve into how to create relevant computer-based tasks using
the WWW and to train teachers in the use of advanced web page development techniques, including Flash, web-enabled databases, and
the interactive possibilities of the WWW needs to be addressed. This paper tackles these issues and illustrates a sample approach
in dealing with the grooming of the new generation of CALL researchers and practitioners. What can be accomplished during the
first year of an MATESL program that highlights the importance of technology is explored through a reflective questionnaire,
a computer capabilities matrix, and an analysis of web-based course projects. Nine first-year M.A. students participated in the
study, which revealed that despite widely differing initial computer and Internet expertise among these future teachers and
researchers, their knowledge of creating and using web-based materials increased significantly, culminating in a project in
which the skills acquired throughout the semester were successfully integrated.