These are exciting times for research into the psychological processes underlying second language acquisition (SLA). In the 1970s, SLA emerged as a field of inquiry in its own right (Brown 1980), and in the 1980s, a number of different approaches to central questions in the field began to develop in parallel and in relative isolation (McLaughlin and Harrington 1990). In the 1990s, however, these different approaches began to confront one another directly. Now we are entering a period reminiscent, in many ways, of the intellectually turbulent times following the Chomskyan revolution (Chomsky 1957; 1965). Now, as then, researchers are debating basic premises of a science of mind, language, and learning. Some might complain, not entirely without reason, that we are still debating the same issues after 30–40 years. However, there are now new conceptual and research tools available to test hypotheses in ways previously thought impossible. Because of this, many psychologists believe there will soon be significant advancement on some SLA issues that have resisted closure for decades. We outline some of these developments and explore where the field may be heading. More than ever, it appears possible that psychological theory and SLA theory are converging on solutions to common issues.