Within the integration of technology into language education, special attention needs to be paid to languages for specific purposes (LSP), drawing on developments in computer-assisted language learning and applied linguistics, on the one hand, and on the pervasive use of technology in academic and professional communication, on the other. From a definition of LSP centered on learner need, specificity of activities and materials, and teacher and learner profiles, this article examines how technology has transformed LSP teaching and learning. Through technology, LSP teachers and researchers can access discipline-specific materials and situations and compile corpora of specialized texts. Computer-mediated communication provides learning tools and a gateway to the discourse community. Technology also provides opportunities for collaborating, creating virtual environments and online courses, and fostering learner autonomy. These applications are examined within the current LSP scenario, paying attention to conditions and challenges for implementation, as well as to the roles of teachers and learners. This article also points to areas that merit further analysis from an LSP perspective, such as the use of different technologies and modes for effective learning, the analysis of specialized texts, and the integration into LSP of emerging technologies that have made their way into social uses. (Contains 4 notes.)