This article aimed to examine the relational implications of Computer-Assisted Language Learning (CALL) for the didactic triangle. This examination revealed that the introduction of computer has some impacts on the relations (Pedagogical, Curricular, and Didactic) existing in the didactic triangle which need to be addressed with special care: The indispensable nature of the teacher‟s roles is undermined, for the learner does not necessarily expect his intervention in order to progress in the learning process ; CALL imposes new constraints on the teacher who has to make additional effort in terms of professional skills and research in order to transform and adapt the content offered by technological tool to classroom realities; classroom realities (environmental, linguistic, experiential, representational, intellectual, etc.) might inhibit the learner‟s creative and language potentialities. To improve the implementation of CALL, I suggested a more structured didactic framework which would allow the language teacher to take advantage of this major asset in order to enhance the chances to achieve more dynamic participation of the learner in his own training.