Studies so far have focused on the effectiveness of CALL technologies and learners perspectives, while teachers were given a scant attention. This paper reports on a study that examined Croatian student teachers of English as a foreign language (EFL) viewpoints towards computer assisted language learning. The sample in this study consisted of 32 MA students of TEFL programme at the Faculty of Humanities and Social Sciences, University of Rijeka. The findings reveal that the major challenges of CALL are teachers lack knowledge to use computers and similar technology, lack of will to learn the needed skills, lack of funds, absence of real communication, time-management (CALL is time-consuming), availability of necessary technology in schools, complaints from parents, learners lack of knowledge to use computers, lack of support from school, and problem of successful integration of CALL with traditional testing and grading, while the perceived benefits are more interesting lessons, increased learners motivation, the use of authentic materials, variety of resources and activities, immediate feedback, easier learning, and the use of language learning software. Overall, the student teachers of English have positive attitudes towards CALL and are willing to use it in their future classroom, even though they have not had any formal training in this field. The results point to the importance of teacher education about CALL.