This study examines the impact of repeated exposures on word learning of preschool children with and without hearing loss (HL) in quiet and noise conditions. Participants were 19 children with HL and 17 peers with normal hearing (NH). Children were introduced to 16 words: 8 in quiet and 8 in noise conditions. Production and identification scores were collected after single exposures to words and following three exposures through individual training sessions. A significant main effect for Exposure was found for identification with significant Hearing Status × Exposure interaction, with children in the NH outperforming the HL group when only one exposure to the target words was provided. Repeated exposures to target words provide benefits to both groups of preschool children, but offer additional benefits to children with HL, particularly younger children. This provides additional support for speech-language pathologists to preview and review vocabulary introduced in classroom settings.