Due to its increasing role in language learning, Computer Assisted Language Learning (CALL) is now widely studied. Much of the recent studies have focused on examining stakeholders' attitudes and investigating its impact on the employment of CALL. We followed a componential definition by considering more variables that allegedly define CALL and as such influence its integration into high school language learning curriculum. The context-related components of CALL were defined, and a total score was assigned which presented a broader understanding of CALL as a variable in the current study. Also, engaging more stakeholders in such studies is supposed to add to the validity and provide a more tangible picture. As such, this study considered four groups of participants, that is students, teachers, preservice teachers and principals. The findings revealed that all groups had moderate to high CALL scores, indicating acceptable CALL skills and knowledge to be gradually qualified to higher standards. Moreover, the study indicated the groups’ attitudes did not significantly predict the use of CALL in high school language learning curriculum. It is concluded that other variables, may play a more determining role in predicting the integration of CALL into English classes in high schools.