This paper presents the findings from a qualitative study on collaborative CALL design and implementation carried out with two groups of postgraduate language-teacher trainees who designed and piloted nine virtual language resource centres (VLRC) at 16 educational institutions of different levels and contents for an academic year. The project was conceived with the collaborative nature of online environments and the design principles of Paquette (2002) in mind. Data analysis revealed that both teacher trainees and their learners understood VLRCs as supporting the development of learner autonomy through the use of Web 2.0 technologies, various scaffolding agents, and instruction in learner strategies. The design of the VLRCs helped learners engage in collaborative projects related to their contexts and needs to achieve their learning objectives. However, some learners experienced technology-generated anxiety, which limited their usage of the VRLCs, as well as their engagement with and achievement in the collaborative activities planned. Likewise, some trainees experienced technostress stemming from lack of expertise with learning management systems (LMSs) and design of learning objects. Various possibilities for improving the design and implementation of VLRCs are recommended, such as including ICT training tutorials and activities that cater activities appropriate to a broader variety of learning styles and language skills.