Characteristics of the foreign language teacher, student, and classroom are compared with corresponding characteristics of the music teacher, student, and classroom to suggest parallels between the two disciplines. It is suggested that second language learning would be enhanced by adopting some techniques of music instruction, such as warming up (with the foreign language as with instruments), visualization of a successful end product (fluency in the second language without recourse to English), practice geared toward a complete and accurate performance (rather than intermittent performance, as on many objective tests), grading based on enthusiastic participation, emphasis on development of a sense of linguistic rhythm, and encouragement in using language laboratories to their fullest potential by constant practice (rather than simply waiting for taped cues). Cooperation between the two disciplines is valid because both offer not only the potential for performance, but also the possibility for mastery, a sense of history, and appreciation of culture. (MSE)