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The authors investigated the mechanisms through which native-language word decoding ability predicted individual differences in native-and second-language learning. First, native-language decoding skill predicted college-age adults' native-language competency. However, this direct relationship was mediated by native-language vocabulary skill. Second, native-language decoding skill also predicted second-language competency. Furthermore, this relationship was mediated by participants' second-language word decoding ability. Third, native-language decoding was also an important predictor of course grade in the 1st quarter of Introductory Spanish. These results are consistent with the hypothesis that second-language learning is founded on native-language phonological–orthographic ability among college-age adults, especially during the early stages of second-language learning.