Currently, the relationship between second language acquisition (SLA) and foreign language learning (FLL) is unidirectional, with theory and hypotheses flowing from SLA to FLL, and making FLL a subset of SLA. However, this relationship is an artificial one resting on debatable or even incorrect assumptions. These include the assumptions that: (1) SLA has answers to questions about language acquisition; (2) SLA has a truly cross-linguistic perspective; and (3) acquisition is not a research domain of the foreign language profession. The foreign language profession must cease to become simply a consumer of SLA research and theory and become an active contributor. Further, it can be argued that some questions in SLA can be answered best by researching foreign-language, not second-language, learners. In practical terms, English-as-a-Second-Language and foreign language teachers need to seek ways to interact so common aspects of non-primary language teaching can be delineated and pursued jointly. In empirical endeavors, researchers need to cross fields and test hypotheses in other contexts. (MSE)