Speech learning starts in the womb and a critical amount of learning already happens before infants turn age 1. My lab conducts research that helps us understand whether and how speech learning during the first year of life can be predictive of later language acquisition and if there are strategies that we can use to help improve speech learning during this period. In a most recent study (Zhao, Boorom, Kuhl & Gordon, 2021), we have demonstrated that how infant brains process speech at 11 months of age is highly predictive of their individual grammar skills at 6 years of age, measured with SPELT-3. More importantly, we were able to identify children who exhibited atypical language development at 6 years of age based on their infant brain data. We are currently conducting a large-scale study to further understand early signs of atypical language development in infant brains, with the hope to improve early diagnosis and early intervention. On the other hand, infant speech learning before the age of 1 is highly malleable by environmental factors, such as the quantity and quality of speech input.  In a series of studies (Zhao & Kuhl, 2016, Zhao, Llanos, Chandrasekaran, & Kuhl, 2022), we have shown that even a lab-based music intervention affects infant speech learning. The goal of the course is to give an overview of the state-of-the-art neuroscience research in infant speech learning, and to discuss potential ways to incorporate research findings into SLP clinical practice.