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Stephen Krashen, as a linguist as well as an educational researcher, is well known for his great devotion to the fields of second language acquisition and reading. Krashen has contributed extensively to the field of second language acquisition, introducing various influential concepts and terms in second language acquisition, such as acquisition- learning distinction, Natural Approach, Monitor Model, comprehensible input, and Affective Filter (Krashen, 1981, 1982, 1985; Krashen & Terrell, 1998). In addition, Krashen (1993, 1995, 1996, 2003) has recently devoted himself to research on free voluntary reading as an approach to children’s literacy development In this paper, I will briefly sketch Krashen's biographic information and examine his contributions to the fields of second language acquisition and free voluntary reading as an approach to children’s literacy development, as well as some controversies surrounding his work. Finally, I will discuss some implications for second language teaching and further research based on the strengths and weaknesses of Krashen’s work.