Digital storytelling projects provide a variety of opportunities for learning in the language classroom, but along with these opportunities come a number of challenges for both pedagogy and technology. This presentation describes an ongoing multi-method study into factors involved in task-based learning using digital storytelling. Using intact classes over a three-month period, participants were required to create a series of digital stories and present them to their peers. The stories were quantitatively analyzed using the factors of module (topic), time, medium, and reported technological proficiency. Student attitudes towards the tasks were gauged using and a questionnaire, based on the theoretical framework of Self-determination Theory (Deci & Ryan, 1985), which measured perceived task cost and value, engagement with the task, and expectancy for success on future tasks. The results suggest that digital storytelling can be incorporated into EFL classes for distinct purposes: to reduce foreign language anxiety; provide greater opportunities to use English for lower proficiency learners; and to foster ICT skills, such as knowledge of computers and using software for higher proficiency students. [For full proceedings, see ED571430.]