Over the past thirty years, a considerable amount of empirical research has been published on various aspects of computer-assisted language learning, much of it concerning the effectiveness of various types of technology-mediated tasks. Although there have been repeated calls for evaluations and case studies of technology-mediated language courses, these remain few and far between (although see Gonzalez-Lloret and Ortega, [2014]). As Doughty and Long (2003) indicated and Gonzalez-Lloret and Ziegler point out in this volume, technology-mediated courses are ideal places to observe task-based instruction, as they often come equipped with the tools to capture large quantities of learner data. This chapter offers a glimpse into the mechanics of Voxy – a technology-mediated, task-based English course. After a brief description of the platform and general approach to language instruction, the discussion will turn to the details of a specific implementation of this course and the attendant learning outcomes.