Second/foreign language (L2) educationSecond/foreign language (L2) education has been scientifically approved as one of the most emotional jobsEmotional jobs in which many emotionsEmotions play a role. Given their potency, positive emotionsEmotions and practices have captured a growing surge of attention among scholars with the arrival of positive psychology (PP)Positive psychology (PP). Loving pedagogyLoving pedagogy, as an influential positive approach to education, is gaining an increasing attention in L2 education and research. However, the ways through which this approach can be cultivated and implemented in L2 classesL2 classes have been overlooked by researchers. The current studies revolve around the conceptualization and dimensionalization of pedagogical loveLove rather than its actual practice. To fill this lacuna, the present conceptual chapter made an effort to position an agenda for the practice of loving pedagogyLoving pedagogy in light of prior theories and research findings. It specifically proposes several instructional practices, approaches, and directions for injecting loving pedagogyLoving pedagogy into L2 education. The use of practices that develop studentsStudents’ interpersonal communication skillsCommunication skills, multi-media literacyMulti-media literacy, positive classroom rapportPositive classroom rapport, and strengthsStrengths are highly suggested. Moreover, the author considers learner-oriented approaches and practices as the main precondition for applying a pedagogy of lovePedagogy of love (also called pedagogical love, loving pedagogy) in L2 class. Given these initiatives, the present study can be momentous for EFL/ESL teachersEFL/ESL teachers, trainersTrainers, studentsStudents, program designersProgram designers, language policy-makersLanguage policy-makers, and researchers, who can develop their awareness of loving pedagogyAwareness of loving pedagogy and its numerous implications for research and practice. Finally, some recommendations for future research are listed to address the current gaps in this domain.