Forty studies using one or more components of Lozanov's method of suggestive-accelerative learning and teaching were identified from a search of all issues of the "Journal of Suggestive-Accelerative Learning and Teaching." Fourteen studies contained sufficient statistics to compute effect sizes. The studies were coded according to substantive and methodological characteristics, including type of outcome, type of treatment, and degree of internal validity. The dependent variables were measured on final status to achieve greater comparability. Studies reporting results using difference scores or residuals were not included, nor were studies that reported statistics from which effect sizes could not be recovered. All of the studies in the final set used a control group as the reference for contrasting various suggestology treatments. The distribution of effect sizes over all categories and outcomes was leptokurtic and positively skewed. The overall performance of subjects under suggestology was three-quarters of a standard deviation higher than the average performance of subjects under control conditions. The evidence seems to support the conclusion that the Lozanov method with explicit suggestion is more effective than untreated controls relative to foreign language acquisition, foreign language retention, affective attributes, and cognitive achievement and creativity. A three-page list of references concludes the report. (LMO)