This paper assesses the efficiency of the 'Learning Russian on the Web' CALL course, developed at the University of Sussex and the London School of Economics. The program, designed for intermediate and advanced students, was incorporated into the curricula of both universities. Sussex intermediate level students used this web-based tool in the classroom, under the teacher's guidance. The paper focuses on the progress of the course and outlines various tutor- and student-led activities. It summarises tutor and student feedback, reveals general problems related to the use of the learning package and discusses possible solutions. The tutors at LSE offered the newly designed program for self-study as a separate module in the curriculum. To examine its effectiveness the tutors (a) assessed students' linguistic skills before and after the course; and (b) obtained student feedback on the course. Their main objectives were to record the students' evaluation of the development of their language skills, to account for their opinions on the motivating values of the course and to compile their views on the quality of its presentation. The results of this analysis showed that while working through the course students achieved a higher level of language competence and were clearly aware of their progress. Students highly rated the user-friendliness of the course, its motivating and educational values. The survey suggests that learners were able to enrich their cultural background by using the on-line resources incorporated into the course and appreciated their provision. Although the methods of teaching and learning in a multimedia environment at both universities were different, the teams of tutors agree on the following: the integration of multimedia resources into a language curriculum is one of the prerequisites for its efficient in-class and self-study use. This approach maintains the teachers' pedagogical guidance, and, at the same time, it encourages students' independent thinking and creative response.