In 2002 French faculty at the University of Arkansas at Little Rock began the process of curricular revision to prepare for the challenges of a standards-based French major. After five years of experience and positive evaluations from students, faculty are gratified that the number of graduates in French has increased. However, new challenges have emerged recently. Institutional pressure to graduate a larger number of majors, professional expectations that graduates have acquired a higher level of proficiency than was previously expected, and a significant change in student access to and usage of technology for communication have demanded attention and offered new opportunities. Faculty members have chosen to embrace these challenges by modifying course syllabi to provide for more student-centered learning. This article suggests strategies for a student-centered curriculum that also utilizes technology for communication in the second language (L2) similarly to the ways students communicate in their native language (L1).