This study explores the use and implementation of computer-assisted language learning (CALL) software in graduate professional education. The investigation looked into self-reported information on graduate students' use of ESL (English as a Second Language) software to improve language skills and their competencies in professional English communication. Both qualitative and quantitative data provide findings regarding students' use of and satisfaction with the software and perceived learning outcomes. The results suggest principles for effective use of CALL software in ESL classrooms and a framework for evaluating software from the students' perspectives. The research has implications for using CALL software in language teaching and suggests principles that inform software implementation and development.