Suggestopaedia seems to be the only pedagogical approach using music as an integral part or essential component of the teaching process, in spite of the fact that the contribution of music to pedagogy and successful learning has been recognized for some time. In a suggestopaedic course, music plays a large part in creating a pleasant suggestive atmosphere, thereby facilitating the lessening or removal of anti-suggestive psychological barriers. This assumption is particularly applicable to adult foreign language classes. Music helps to create a state of receptiveness induced by an apparent state of passiveness associated with a state of psychological relaxation and concentration of superior cerebral activity. Because research has frequently shown the positive effects of music, it is possible to propose different hypotheses to explain the role of music in suggestopaedia. These hypotheses are also of interest because they may lead to research linking psychology and suggestopaedia. While it is not yet easy to determine the specific effects of music in a suggestopaedic approach, it seems that this approach, based on gestalt principles, answers some questions regarding the pedagogical use of the full capacity of the brain. Further research is necessary before specific information can be offered, but the systematic introduction of music into pedagogy has proven to be an innovation with numerous beneficial results. (Author/AMH)