The presence of music can both help and hinder performance on a concurrent cognitive task. Music that is low in complexity has been associated with improved performance on language learning tasks, although previous studies have typically used artificial stimuli or tested only short-term recognition. The present study examined the effect of background music as part of an ecologically valid two-week second language learning trial. Participants took a beginners’ CD-based course in either Mandarin Chinese or Arabic, and matched groups (age, gender, verbal intelligence, musical training and working memory ability) were randomly assigned to a CD that contained accompanying music or not. Individuals who chose to learn Chinese performed better on all outcome tests compared to those who learned Arabic. Within the Chinese learners, those who received music CDs performed significantly better on tests of recall and translation compared to those who received no music CDs. No music effects were observed in the Arabic learners or on pronunciation ability in Chinese. This study demonstrates that the presence of certain music can facilitate the first stages of language learning in the real world.