A computer-assisted language learning (CALL) software evaluation form that looks directly at important aspects of language teaching approaches is presented. Examples of typical evaluation checklists are described to illustrate how they fail to address the appropriate questions for language teaching software. Three major categories of language teaching approaches (behaviorist, explicit learning, and acquisition) are defined and discussed as to how the principles can be applied to software evaluation. Ways in which to evaluate software for its potential use in teaching strategies for learning are discussed, and the relationship between software, approach, and syllabus is considered. A procedure is outlined for using the form to evaluate CALL materials, and implications of these concepts for software design are suggested. (CB)