Although statistical learning and language have been assumed to be intertwined, this theoretical presupposition has rarely been tested empirically. The present study investigates the relationship between statistical learning and language using a within-subject design embedded in an individual-differences framework. Participants were administered separate statistical learning tasks involving adjacent and nonadjacent dependencies, along with a language comprehension task and a battery of other measures assessing verbal working memory, short-term memory, vocabulary, reading experience, cognitive motivation, and fluid intelligence. Strong interrelationships were found among statistical learning, verbal working memory, and language comprehension. However, when the effects of all other factors were controlled for, performance on the two statistical learning tasks was the only predictor for comprehending relevant types of natural language sentences.