The existence of a bilingual advantage (i.e., better performance for bilingual than monolingual participants on a specific measure) has been hugely debated, with a majority of recent studies questioning its existence. For word learning, a bilingual advantage was observed multiple times with different types of bilinguals (e.g., balanced and unbalanced) and different paradigms (e.g., cross-situational statistical learning and paired-associated learning). However, not all studies found a bilingual advantage, and existing meta-analyses on the bilingual advantage often do not include word learning studies. As a result, it is not clear whether, and if so, how bilingualism may impact word learning. In this meta-analysis, we, therefore, aim to understand the presence and strength of the bilingual advantage in word learning by collecting all the existing literature (systematic review) and performing some quantitative analyses on the effect sizes (meta-analysis). We will search five databases for peer-reviewed journal articles and proceedings. We will report participants’ demographics, especially language-related characteristics (e.g., language combination and proficiency), sample sizes and specifics of the word learning paradigm (e.g., how novel word stimuli were created). We will then perform a main analysis comparing monolinguals' and bilinguals' word learning performance (measured as accuracy). Finally, we will (if possible) perform sub-analyses to see if the strength of any observed bilingual advantage differs across age groups and/or word learning paradigms.