Authoring systems can be a great advantage for teachers concerned with tools created specifically for their learners. They allow the designer to conceive modules for a precise public. The designer, often the teacher himself, can model his work on existing CD-ROMs marketed for the general public, inserting information that is more specific to his own public. For L2 acquisition, this solution can be satisfactory if the teacher’s main preoccupation is to have learners work on the language at their own rhythm and in their own time. However, there are a few oversights to this type of conception which need to be resolved: (1) teacher access to the finished product, (2) student access to the different parts of the finished product, and (3) pedagogical and didactic criteria. This paper concerned with all three oversights, notably the last, concentrates on developing the characteristics of all four learning stages described by Narcy (1997), while illustrating the different theoretical and practical possibilities of incorporating these stages into modules created by teachers.