ABSTRACT  The question of whether the relationship between field dependence/independence (FD/I) and second language acquisition is significant is discussed in this three-part paper. Introductory material defining FD/I within the context of second language acquisition (SLA) is covered in the first section. The second section is a brief review of relevant research that has been conducted in FD/I and SLA. The final section is a discussion of the implications of the research conducted for educators and instructional designers. Topics in the final section include the use of knowledge of learners' FD/I for guidance, the impact of matching of instructors' and learners' FD/I on student performance, practical application of field independent and field dependent methods in formal learning situations, and problems associated with tests of FD/I and language proficiency.