Over two decades ago, the "30-million-word" gap rose to prominence after work by Hart & Risley (1995) suggested that children from families with low socioeconomic status (SES) heard fewer words than their peers from families with higher SES during their first 4 years of life. Recent research challenges the magnitude and even existence of this gap. However, due to methodological limitations, we know very little about the presence, magnitude, and settings in which there may be a word gap. Moreover, causal evidence is also limited. I highlight why it is critical for the field to have a more precise understanding of the nature of the word gap (or lack thereof) and potential avenues for better evaluating this phenomenon.