A number of studies attest to the late language learner's ability to attain native-like outcomes in morphology and syntax, with accent often the only linguistic hint of their non-native status. Nevertheless, some do end up sounding native-like despite a late start. This article explores possible explanations for "exceptional" outcomes in L2 phonology, specifically, whether such learners' abilities are due to innate talent, a metacognitive learning approach, a certain social-psychological orientation, or specific kinds of experience. Various learners profiles are compared, an argument is made for learner engagement and self-regulation, and areas for future research are outlined.