This case study examines how a Korean university-level EFL teacher`s use of innovative technologies such as the Internet and multimedia materials influenced his instructional practices, specifically under the CLT-based curricular reform context. In order to understand the teacher`s instruction and the context, Engestr?m`s activity system model (1987, 1993, 1999) was employed as a theoretical and analytical framework. Five two-hour lessons and interviews with the teacher and his four students were audio/video-taped and analyzed using grounded content analysis (Bogdan & Biklin, 1998). While the teacher continued to use new technologies throughout the term, his actual instructional practices focused on repetition drills and pronunciation correction. He justified his instructional practices based on a combination of student resistance to the communicative approach and his own belief that accurate pronunciation is essential before communication can be taught. Thus, he failed to use these technologies to their potential to develop students` L2 use as proposed by the curricular reforms. These findings indicate that using technologies does not necessarily bring about innovations in a teacher`s instructional practices. Rather, teaching practices are influenced by teacher beliefs, students` normative ways of participating in schooling, and the educational, social, and cultural contexts in which a specific classroom is situated. This study has important implications for policy makers, teacher educators, and teachers themselves concerning teaching L2 in technology-based classrooms within the context of curricular reform.