It seems irrefutable that the world is progressing in concert with computer science. Educational applications and projects for first and second language acquisition have not been left behind. However, currently it seems that the reputation of completely computer-based language learning courses has taken a nosedive, and, consequently there has been a general closing of private schools whose main instruction tool was the use of new technologies, specifically computers and software (Yahoo Espana Noticias, 2003: February 5, 2003; Consumer.com, 2003: January 19, 2003). Given these circumstances, we may discuss in depth what role the new technologies play (National Center for ESL Literary Education, 2002; Lambert, 2001; Kasper, 2000) in the acquisition of foreign languages and their cultures (Osuna, 2000). In addition, we should reconsider the role of the professor and what the main difficulties may be in this situation (Hogan-Brun and Whittle, 1999). In carrying out this study we have focused on an educational innovation project using teaching and assessment methodology. This study begins by succinctly describing this Educational Innovation Project in order to later focus on the difficulties that the two professors have had to face when carrying out this project. This study is divided into the following parts: (1) Description of the Project that will show its design by highlighting all innovative aspects with respect to other university programs with the same characteristics. The data given in this section will include the sample, temporary process, methodology and assessment; (2) difficulties encountered; (3)solutions and recommendations for effective development of similar enterprises in the university setting. As in any other new subject such as the one presented here, this paper is merely a summary of an initial personal experience which two participating professors have had. The proposals are tentative with the hope that in future courses these initial results may be confirmed or disproved.