Previous research shows that cognitive advantages found in bilingual children, such as the ability to inhibit irrelevant cues and generalize object labels, help them learn words (Brito & Barr, 2014; Morales et al., 2013). Other research with monolingual children found that spaced presentation of object exemplars helped word learning (Vlach et al., 2012). Research has also shown that monolingual children learn words from overheard speech (Akhtar et al., 2001). The current study aims to examine if there is a bilingual advantage in 2-year-old bilinguals’ ability to generalize and retain novel words in an overhearing context. Children are randomized into a massed or spaced presentation condition where they sit to the side while two experimenters teach each other novel object-label pairings. Children are asked to identify the correct novel object exemplar in a forced-choice test after a two-minute delay. Due to COVID-19, data collection was interrupted. Preliminary results (N = 8) suggest that monolingual children are performing better than bilingual children in the spaced condition while bilingual children are performing better than monolingual children in the massed condition. Investigating word learning in children with different language experiences and in different contexts such as overheard speech, is important in order to gain a more holistic understanding of language development.