Word learning is a crucial aspect of early social and cognitive development, and previous research indicates that children's word learning is influenced by the context in which the word is spoken. However, the role of emotions as contextual cues to word learning remains less clear. This study investigated word learning among 2.5-year-old children in angry, happy, sad, and variable emotional contexts. Fifty-six children (30 female; mean age = 2.49 years) participated in a novel noun generalization task in which children observed an experimenter labelling objects in either a consistently angry, consistently happy, consistently sad, or variable (one exemplar per emotion) context. The children were then asked to identify the label-object association. The results revealed that children's performance was above chance levels for all four conditions (all t's > 3.68, all p's < .01), but performance did not significantly differ by condition (F[3,52] = 0.51, p = .677). These results provide valuable information regarding potential boundaries for when contextual information may versus may not influence children's word learning.