I provide an update on the state of the art of the research--the last one being Collentine (2003)--on the acquisition of the function of the subjunctive and mood selection, as well as the research's implications for pedagogy. The article considers what we currently know about the role of universal grammar, psycholinguistic perspectives on the acquisition of the subjunctive--with special attention given to the second language context--as well as the impact of study abroad. I conclude with recommendations for curriculum and materials designers and directions for future research. (Contains 1 figure.)