Personality has largely been ignored or written off as a variable in second language learning. However, it should be considered as an alternative research perspective for four reasons: (1) the writing off of personality variables in second language research has been unjustified, and results from giving credibility to studies based on ill-conceived assumptions; (2) a sufficiently detailed and elaborated theory of personality exists and could be built on profitably; (3) mainstream psychological research indicates variables and interactions that might be investigated in second language classrooms; and (4) such research is likely to be particularly relevant in cross-cultural studies because of distinctive national/racial personality profiles and mental ability profiles, particularly in Asia. Research in the field suggests that personality may be of potential importance in a number of areas of second language learning and teaching, including general instructional approaches, choice of specific methodology, task-based learning, paired and group work, use of praise and reinforcement, range of classroom stimuli used, and testing. Contains 86 references. (MSE)