his article reports on the challenges posed by the adoption of tablet technology in language teaching at the University of Turku Language Centre in 2014 and spring 2015. A brief review of the literature shows us that most current research has approached this area from the perspective of the students: what tablet technology has done for the students and their attitudes and motivations. Further, most research thus far has centered on the use of tablet technology at the secondary and primary levels of education, whilst less has been written about tablet use in a tertiary setting.  The focus of this article is twofold: first, the technical constraints that arose during the process of implementation are briefly considered and explained. Any institution adopting the use of this technology should be aware that technology that is simple to use and set up in a home environment can become extremely complex when placed in a university network context.  Many of the issues encountered were difficult to predict and delayed the start of the project by many months. Secondly, and more importantly, this paper investigates the challenges created for the teaching staff who had no previous  experience of teaching with tablet technology and their perceptions,  attitudes, and expectations. Any implementation of new teaching technology places teachers in the front line and they become what Rikala et al. (2013:124) refer to as potential ‘agents of change’. This latter part of the study was achieved through two questionnaires answered by all the teachers involved. They reported on their preconceptions before implementation in the classrooms and then again after several months of actual experience. Thus, the overall focus was on usage at university level.