The purpose of this study was to examine how background knowledge of a topic may influence children's attention to different elements of storybook illustrations and how that influences word learning. Forty-one kindergarten students were administered a test about a familiar topic (i.e., birds). Participants were then read either a fictional story about a familiar topic (birds) or a fictional story about a novel topic (wugs) on an eye-tracker monitor. Results suggest that, for children who heard the familiar story, those who knew more about the category were faster to orient to the illustration of the novel word than children with lower background knowledge. Accordingly, children who were faster to orient to the illustration were more likely to learn the word. These results may suggest that one mechanism by which background knowledge improves implicit learning in shared-book reading contexts is by guiding attention to the named elements of the illustrations.