This research explores whether young children are sensitive to speaker gender when learning novel information from others. Four- and 6-year-olds ("N" = 144) chose between conflicting statements from a male versus a female speaker (Studies 1 and 3) or decided which speaker (male or female) they would ask (Study 2) when learning about the functions of novel objects. Some objects were in gender-typing colors (light pink or navy blue), and some were in a gender-ambiguous color (yellow). The results indicated that children did use speaker gender to guide their learning, by either consistently choosing to agree with the speakers of their own gender or making choices that are associated with gender stereotypes about color. The findings are discussed in relation to how in-group preference and stereotype attributions might influence children's learning from others. (Contains 3 tables, 2 figures, and 3 footnotes.)