We inquired whether introducing variability into a word-learning task would facilitate, inhibit, or have a neutral effect on adults' speech production and language learning. Twenty young adults from the U.S. Midwest with typical development participated. They repeated four novel words 10 times sequentially (blocked practice) and another four novel words 10 times in a mixed order (varied practice). We compared participants' speech production and language learning in the blocked practice and varied practice conditions. We also repeated the language-learning probes after a period of consolidation. In comparison with the blocked practice condition, a varied practice schedule did not improve speech production, short-term language learning, or long-term language learning. Introducing variability into this word-learning task had a neutral effect on young adults' speech production and language learning. Further research is necessary to determine how to apply these concepts to teaching word-learning strategies to children or adults with typical or atypical development.