Infants are exposed to the language of the environment in which they are born and, in most instances, become native speakers of that language. Albeit the history of research on language acquisition supplies a colorful discussion on the specific ways that nature and nurture mold this process (e.g., MacWhinney, 1999; Pinker, 1995), its main+ focus has been on typically evolving children exposed to a single language from birth. Pierce, Genesee, Delcenserie, and Morgan (2017) turn the table on this debate to assert that critically important lessons can be learned by shifting the focus from typically evolving children to children for whom the trajectory of language learning follows a different course. Some of the variation in language development reflects attributes of child learners themselves, such as whether they are born hearing or deaf and whether they have conditions that dislocate their skill to fully perceive the speech input to which they are exposed. Other variations reflect attributes of the external conditions in which learners develop, covering whether they stay in their country of birth or move to a location in which another language is spoken, whether exposure to the native language is continuous or disrupted, and whether they are exposed to a second language (L2) early or late in development. For deaf children, there is also variation in whether their parents or caregivers are themselves deaf or hearing and able to expose them to sign language during infancy. Pierce et al. employ the diversity of early language experience as a tool to explore the relation between phonological working memory and language development and to start to propose how conditions that may produce costs or benefits in language learning may be linked to one another.