Triadic eye gaze, a form of coordinated attention, is defined as an infants’ eye gaze shifts between another person, and an outside object or person. The current study examined whether 9-month-olds’ triadic eye gaze influences language learning; we specifically asked whether infants who engage in more episodes of triadic eye gaze show increased phoneme learning in a foreign language. The current project was conducted as part of a larger research endeavor, the Interactive Exposure study, which examined infant language learning in the context of peer social interactions. In the Interactive Exposure study, infants were exposed to a foreign language, Mandarin Chinese, through individual and peer language exposure sessions. In 12 sessions over four weeks the infants watched video clips of Mandarin Chinese. Infants activated the 20-second video clips by touching the screen. Infants in individual exposure sessions were in the room with only the touchscreen and their caregiver whereas peer exposure sessions consisted of two infants and two caregivers. Following exposure, infants’ discrimination of the Mandarin Chinese phonemes was tested via Conditioned Head Turn procedure and an ERP task. Fifteen 9-month-old participants from the peer language exposure sessions were selected for the current analysis of triadic eye gaze patterns. Using ELAN coding software, infants’ eye gaze was coded for looks to their own caregiver, other caregiver, other infant, and screen. Next, episodes of triadic eye gaze were identified for eye gaze patterns that consisted of looks between the other infant, caregiver, other caregiver and screen (e,g,, other infant – TV – other infant). Although coding and analysis are currently underway, we predict that infants who engage in more episodes of triadic eye gaze will show increased phoneme learning. If our prediction is accurate, this finding will indicate that language learning requires complex social interactions, such as triadic patterns of attention.