Understanding the way humans communicate linguistically helps to define what proficiency in a particular language is. The general problem is scholars' assumption that the implementation of technology in the language learning environment acts a substitute for the human dynamic in achieving language proficiency. The purpose of this quantitative study was to compare language proficiency achieved by post-secondary beginning students of Spanish in traditional face-to-face, technology-based, and blended learning environments. The research used for this dissertation was post-hoc interpretive (a non-experimental design) in which comparable data was measured. The post-secondary students used in this study were students enrolled in Spanish language courses from Mesa Community College of the Maricopa Community College District (Maricopa County, Arizona) and Northland Pioneer College of the Navajo/Apache Community College District (Navajo and Apache Counties, Arizona). Because the effects of a categorical variable was analyzed, in this case individual student grades, an analysis of variance (ANOVA) test was used to interpret the data. A G* Power analysis was performed in order to best determine sample size. Students' proficiency was evaluated in each of the three instructional strategies. Little is known regarding the implementation of technology in a language-learning environment used in conjunction with traditional face-to-face learning instruction. Without this study, the assumption continues that the implementation of technology in the language learning environment remain an "either or" proposition. This study will help inform the role technology plays in the post-secondary language learning environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]