When "again" modifies an English goal-PP construction, the sentence is ambiguous between a repetitive and a restitutive reading. Interestingly, languages vary in whether their counterpart to English "again" permits a restitutive reading with goal-PP constructions (Beck 2005; Beck & Snyder 2001). This article explores how English-speaking children acquire restitutive "again" with goal-PP constructions, given the cross-linguistic variation. An experiment shows that 4- to 5-year-old children can understand these restitutive readings. However, examining the parental input of four children, we find that parental uses of restitutive "again" with goal-PP constructions are infrequent and (usually) ambiguous. We propose that in this case children can rely on more general evidence about the syntax of English goal-PP constructions, together with knowledge of a basic semantics for "again," to deduce the restitutive reading.