This paper provides a critical review of the literature between 1980 and 2005 on the evaluation of resources for computer-assisted language learning (CALL) with a particular emphasis on elementary education. An analysis of that literature indicates that there are a range of approaches to evaluation that have been somewhat monolithic and possibly linked to a postpositivist approach to research in education. Today's elementary classroom, where foreign languages are learned, requires a more interpretivist approach to the evaluation of CALL resources informed by the principles of second language acquisition (SLA) theory, instructional design theory, early foreign language (FL) teaching methodologies, and the connection of FL curriculum with other curriculum areas to promote meaningful student-centered interactions. A critique of the literature using factors of multivocality, contextualization, and interpretation is followed by the proposition that these may provide a framework for future CALL evaluation. The evaluation of CALL has a complex relationship with elementary education and therefore CALL evaluation may best be integrated within teacher education programs. (Contains 1 table.)