This entry provides an overview of the main issues related to the development and maintenance of blended learning and teaching models of computer-assisted language learning (CALL). After providing definitions of blended second language (L2) learning and teaching formats used in the CALL literature, the entry briefly explores the ramifications of these approaches on key stakeholders—instructors and students. It then addresses ongoing and future implications of blended learning and teaching for language programmes and also considers the affordances and challenges for everyone involved with these efforts. The entry concludes with an overview of future work that still needs to be considered in this area of CALL.