Instructed second language acquisition (ISLA) inquiry emphasizes the ways in which systematic manipulation of learning conditions may facilitate second language (L2) acquisition. ISLA research has tended to prioritize grammar and vocabulary over pronunciation. However, an increase in classroom-based pronunciation research has begun to address this oversight. Within ISLA inquiry, themes of interest include (a) the extent to which instruction effectively promotes pronunciation development, (b) the types of instruction that may be more effective than others, and (c) the elements of pronunciation that may be more amenable to instruction than others. In the current paper, we first provide a state-of-the-art review of existing L2 pronunciation-based ISLA research. We next highlight avenues of future research we believe will benefit our understanding of the interaction between instructional approaches and L2 pronunciation development. Finally, in support of calls for increased research-pedagogy dialogue, we provide a set of research-informed teaching tips for L2 pronunciation instructors to consider.