A premise of statistical learning research is that learners attend to and learn the frequencies of co-occurring sounds in the input, or phonotactic sequences. Inherent to the concepts of both frequency and phonotactics is order, or the temporal arrangement of the relevant elements. Order is similarly inherent to statistical learning, yet the effect of order on statistical learning is not well understood. In the present study, adult participants learned the relative frequencies of eight consonant sequences, for example, /mk/ and /st/ in the nonwords /n[open-mid back unrounded vowel]mk[schwa]t/ and /g[near-close near-front unrounded vowel]st[schwa]k/. Both familiarization and test stimuli were independently ordered and randomized, thus allowing for a relatively broad search for order effects in an established statistical learning paradigm. Participants learned the target frequencies equivalently across the five ordering conditions, indicating no modulating effect of order. Nevertheless, the results reflect an initial pass at further integration of statistical learning with existing research on the effects of order in memory and general cognition.