In this article, the effect of spaced review on Korean elementary students’ English vocabulary learning is investigated in an attempt to find an optimal way of teaching and presenting new words in the context of textbook-based instruction. Sixty fourth graders participated in Experiment 1. They learned new vocabulary through four classroom activities on three different spaced schedules: four 10-minute presentations with one activity each, two 20-minute presentations with two activities each, and one massed 40-minute presentation with all four activities. It was found that there was no significant interaction between review spacing and vocabulary gain. Experiment 2 replicated the procedure of Experiment 1 with new words and participants (n = 57), the results of which reaffirmed the earlier finding. This indicates that spaced learning may not bring about a strong facilitative effect on beginner-level foreign language learners’ vocabulary acquisition and that there exist many other variables modulating the effect to a larger extent than the sheer frequency of repetition.