This project seeks to better understand early phonological acquisition in a context in which linguistic input can be especially varied and variable. It focuses on preschoolers’ acquisition of Singapore English, a variety that emerged from long-term language contact, within a multilingual, multicultural setting that is linguistically and sociolinguistically complex. More specifically, the variation in the English child-directed speech (CDS) of Singaporean caregivers and its possible connections with or effects on the outcomes of phonological acquisition in their preschool children are explored in this project.