Using nonword repetition tasks as an experimental approach with both adults and children has become quite common in the past 10 to 15 years for studying lexical learning and phonological processing (e.g., Bailey & Hahn, 2001; Gathercole, Frankish, Pickering & Peaker, 1998; Munson, Edwards, & Beckman, 2005; Storkel, 2001; Vitevich & Luce, 2005). In her Keynote, Gathercole (2006) indicates that "The ability to repeat multisyllabic nonwords...probably represents the most effective predictor of language learning ability that is currently known" and that "nonword repetition...may also hold the key to understanding developmental disorders of language learning." Her Keynote reviews many of the findings from a variety of nonword repetition studies with typically developing children and children substantial benefits and interesting findings that nonword test paradigms have provided in with specific language impairment (SLI) or other language-related disorders. Despite the addressing different issues, a number of questions and precautions should be kept in mind regarding such approaches. Researchers who routinely employ these procedures are likely to be well aware of these issues, and in fact, Gathercole points out some of the limitations. For those less familiar with nonword repetition tasks, it seems advisable to reinforce the need for a certain amount of caution in evaluating the results of such approaches.