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First\u2010graders (<jats:italic>M<\/jats:italic><jats:sub>age<\/jats:sub> = 7 years; 3 months), 44 with typical development (TD) and 28 with DLD, completed a cross\u2010situational word\u2010learning task comprised six cycles, followed by retention tests and independent assessments of attention, memory, and vocabulary. Children with DLD scored lower than those with TD on all measures of learning and retention, a performance gap that emerged in the first cycle of the cross\u2010situational protocol and that we attribute to weaknesses in initial encoding. Over cycles, children with DLD learned words at a similar rate as their TD peers but they were less flexible in their strategy use, demonstrating a propose\u2010but\u2010verify approach but never a statistical aggregation approach. Also, they drew upon different mechanisms to support their learning. Attention played a greater role for the children with DLD, whereas extant vocabulary size played a greater role for the children with TD. 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