The use of microcomputers and courseware for native language instruction is discussed. Five dimensions of instruction that are helpful in evaluating microcomputer use are examined: (1) student motivation; (2) educational objectives; (3) the appropriateness of the computer and related software as instructional tools; (4) the learning model underlying the instructional approach; and (5) the extent to which computer use is integrated into the native language curriculum. Observations are made based on experience in teaching Dutch as a native language in Belgium. (Author/MSE)