The presence of technology in language learning has revolutionised classrooms motivating teachers to explore different ways to effectively apply it. Their beliefs about using computers and technological tools to teach languages has challenged their most rooted beliefs about teaching. This dissertation is a case study on teacher beliefs about the selection of TELL tools for oral interaction in a secondary, public, state-funded school in an urban area in Chile. It was carried out using a mixed-method research in which data was collected with a quantitative and a qualitative instrument. Results show that there are three factors – context, teachers’ beliefs, and technology evaluation – that affect the selection of technology to promote oral interaction between learners. In addition to this, teacher beliefs are highly influential with the evaluation of technologies. Specifically, experience beliefs with technologies determine whether a technology is going to be used or not. Finally, the implications highlight that the introduction of technologies in the education system goes beyond than supplying technological artifacts.