Intelligent language tutoring systems (ILTS) can potentially enable more individual and adaptive focus-on- forms practice than traditional workbooks. However, the ways in which these systems are implemented in the task-based language learning (TBLL) classroom depends both on the technology itself and on teachers’ understanding of the digitally-mediated pedagogic and subject-specific affordances of such applications. Based on the development and research of the interdisciplinary and multisite initiative Interact4school, this section analyzes how participating teachers perceive the affordances of a purpose-built ILTS for use in seventh-grade English language teaching classrooms. The analysis of teacher interviews through qualitative content analysis reveals how teachers’ understanding of differentiation, subject-specific learning processes, and their professional roles mediates their perception and use of an interactive alternative to the traditional workbook. This study contributes to an understanding of how teachers conceptualize and use materials that incorporate machine learning processes in their language learning classrooms. Based on these findings, implications for future development are considered.