Project‐based learning has a long history in education, and has more recently been adopted by language educators to teach a variety of content, skills, and language while socializing their English language learners into this style of classroom contexts. While technology has no doubt become part of what students and teachers include during project‐based work, there have been relatively few empirical reports of technology‐infused project‐based teaching and learning. What has been done in project‐based language teaching in general and in projects that focus on technology use suggests that participating in projects can build decision‐making skills, foster independence while also enhancing cooperative work skills, challenge students' creativity, cultivate creative thinking skills, and improve problem‐solving skills. Moreover, for the most part, students also generally appear to enjoy project‐based learning. A key focus of the literature is that language learners have difficulty seeing how their language is being developed through this approach. A close but succinct look at the literature can thus offer implications for instructors and researchers concerning how English language learners can identify their language learning gains through projects, how structured instructors should make their projects, and how carefully teachers need to consider the fit of the project.