This article explores challenges in supporting Less-Commonly Taught Languages (LCTLs) both in and outside of traditional classroom settings. The focus here is on three case studies of Icelandic as a second and foreign language (L2), Irish as a second or additional language (L2/ IAL), and Nawat as an endangered language. The linguistic contexts of the featured languages may differ- but all three have common ground in being less digitally resourced. Common practices in Computer-Assisted Language Learning (CALL) have shown that limited access to digital resources not only hampers development of CALL tools but also marginalizes pedagogical efforts in teaching and learning this language. In spite of this, CALL practitioners have shown resilience in adapting existing resources and developing new tools, while involving learners and speakers in collaborative efforts in CALL for LCTLs. Here, we showcase innovative approaches in piloting CALL applications for learning L2 Icelandic, integrating CALL into Irish language pedagogy and practice at English-medium primary level, developing game-based engines for Irish learners, and revisiting CALL resources for the endangered Nawat language. Our examples can offer valuable insights and inspiration to empower other CALL practitioners in supporting LCTL educators and learners, and indigenous and endangered language communities.