Language learning has witnessed a series of changes with regards to the use of Information and Communication Technology (ICT). Recently, the digital divide has been a topic of discussion in language learning studies. Digital divide is the inequality that exists between information-poor and information-rich communities. Within the field of Computer-Assisted Language Learning (CALL), scant literature exists regarding the use of technology in poor ICT contexts. Yet, many people learn and teach language in such contexts. Egbert and Yang (2004) define low-tech context as possessing limited general access to technology, limited or no Internet access, no software, old and mandated software, and few computers and other technologies. Following action research design, we implemented a small-scale intervention using game-based quizzes in order to address the challenges encountered in teaching Turkish in a limited-tech context. Data collected included questionnaires, focus groups and participant observation in the classroom. The findings of the study informed the opportunities and challenges of teaching and learning Turkish in a technology-limited classroom. [For the complete volume of short papers, see ED572005.]