Abstract: This paper discusses pedagogical and technological decision-making processes that foreign/second (L2) language instructors used in their technology-enhanced language learning environments. Specifically, this paper delves into the complex decisions within an iterative approach for curriculum planning where L2 instructors explored, examined, and implemented teaching strategies supported through technology to enhance L2 development. The iterative approach guided instructors throughout five stages of decision-making wherein they aligned all course components in order to accomplish learning goals. Insights into the processes, accomplishments, and challenges are discussed in light of sharing experiences and practices in pedagogical and technological decision-making which plays a key role in creating meaningful and effective language learning environments supported through technology. Further, recommendations are provided for promoting sustained collaboration and teamwork between instructors and course designers throughout such decision-making process.