Stephen Krashen's L2 (Second Language) Acquisition/Learning Theory and Georgi Lozanov's method of teaching through suggestion are compared in both their underlying theories and classroom applications. The seven component hypotheses of Krashen's theory and their neurological implications are analyzed for their agreement or disagreement with the premises, principles, and means of Lozanov's Suggestopedic approach. Considerable agreement is found on issues such as input, rules, affect, teacher role, psychological needs of the language learner, and the philosophy of engaging the learner beyond the cognitive domain. The work of both is seen to affirm the recent pedagogical shift toward a richer, more open, more comfortable environment as the most effective way for educators to optimize the natural human capacity for language acquisition. It is suggested that the similarity in conclusions made by Lozanov, a physician, and Krashen, a linguist, confirms that there are common denominators in second language teaching based on sound neurological and applied linguistic principles and underscores the ingenuity of the way language is taught communicatively by Suggestopedia. (MSE)