The author summarizes and interprets data collected while he was a visiting scholar in a foreign language (FL) department at a large U.S. public research university. This qualitative case study focuses on: (a) the process of developing widely acclaimed Web-based beginning FL teaching software, and (b) the political implications of the development team's success within their host department. As the team forged strategic alliances across the campus and received substantial funding through their university's technology initiatives, certain traditional intradepartmental power relationships (especially between language- and literature-teaching faculty) were destabilized. The most striking outcomes of the events described here were the subversion of longstanding rules and procedures for granting tenure and promotion and the empowerment of the beginning program coordinator and his associates. The findings of the present research are framed in terms of theoretical constructs proposed by Jordan (1999) and Bourdieu (1988). The conclusion includes suggestions for consumers and creators of large-scale technology projects.