ABSTRACT We investigated the ways intermediate-level undergraduate students of French interacted with a computerized L2 reading gloss from three perspectives: 1) the relationship between the group's choice of program options and the quantity and accuracy of their comprehension; 2) individual user styles; and 3) student perceptions of the effectiveness of the program. Opinions of the software were unanimously favorable, although there was no evidence of a relationship between computer use and comprehension. While many types of information were available to them, students tended to consult almost exclusively word definitions provided in English. Comparisons of tracker data with recall protocols implied that comprehension might have improved had other program components also been accessed. We conclude with suggestions for more effective L2 reading software design for students at this instructional level, as well as with indications of likely directions for future research.