The contributions and limitations of computer technology in the presentation of grammar drills, particularly in a second language, are examined by comparing and contrasting the new technology with traditional textbook instruction. It is noted that, in many ways, computer-assisted language learning (CALL) is a derivative form of traditional language teaching, but that CALL has some specific advantages in seven areas: organization of materials; display of items; volume of material and random presentation; feedback, scoring and record-keeping; focused tutorial assistance; graphics and animation; and cognitive direction. Each of these areas is discussed briefly, and some additional pedagogical by-products discovered by the author are noted, including allowing student control; audio-cuing, and recording and storage of student responses; the computer's literal approach to checking answers; minimal need for student writing; and ability to focus learner attention on a specific area of the screen. Some positive comments of students surveyed concerning computerized grammar drills are presented. A list of foreign language software developed at the University of Wollongong and a number of computer screens are appended. (MSE)