5-year-old’s (N=51, 26 female, 46 White, mean age 65;6 months) were taught novel word-object pairs from two child informants, an ingroup member and an outgroup member, as determined by gender. Children’s learning was assessed in two tests, (1) immediately after learning and (2) after a 10-minute delay. Participants demonstrated above-chance recall of the novel word-object pairs during the immediate test (p<.001) and the delayed test (p<.001), regardless of informant group membership. Despite previous work highlighting children’s preferences for befriending and learning from ingroup social members, the present findings highlight that children’s preferences based on gender may not align with children’s actual learning when both informants have demonstrated that they are equally knowledgeable.