Evidence that children maintain some memories of labels that are unlikely to be shared by the broader linguistic community suggests that children’s selective learning is not an all-or-none phenomenon. Across three experiments, we examine the contexts in which 24-month-olds show selective learning and whether they adjust their selective learning if provided with cues of in-context relevance. In each experiment, toddlers were first familiarized with a source who acted on familiar objects in either typical or atypical ways (e.g., used a car to mimic driving or hop like a rabbit) or labeled familiar objects incorrectly (e.g., called a spoon a “brush”). The source then labeled unfamiliar objects using either a novel word (e.g., fep; Experiment 1) or sound (e.g., ring; Experiments 2 and 3). Results indicated that toddlers learnt words from the typical source but not from the atypical or inaccurate source. In contrast, toddlers extended sound labels only when a source who had previously acte)