Language instruction has changed over the years and emphasizes these days meaningful interaction, language proficiency, target language use and active, inductive learning. In order to better prepare students for the demands of the 21st century, educators integrate more and more technology into language classes. Many schools and universities have transitioned to a blended learning format, consisting of face-to-face instruction and online learning. Moreover, since several schools and universities have already adopted Rosetta Stone for their language courses, this investigation evaluates the software and instructional content and its alignment with proficiency-oriented language instruction, 21st century skills, blended learning, and first-semester French textbooks. The assessment indicates that Rosetta Stone's instructional content aligns well with the curriculum of basic French courses and that any of the software's shortcomings could be easily addressed in the face-to-face portion of the language class.