The implementation of technology is a daunting task. Much research has focused on either the implementation of the technology itself, or taken a standpoint from the instructors'perspective. With this in mind, research as of late, has seldom adapted a learner perspective or focused on issues related more closely to the learners' requirements. In this vein, the current study qualitatively gathered student perceptions and central concerns regarding technology implementation in an EFL listening comprehension class. From the findings, a conceptual framework was created which will enable EFL instructors and course designers to make informed choices on how best to implement technology, benefiting all students regardless of their academic proficiency.