This study aimed to determine whether there was a significant difference in vocabulary acquisition between students with high and low levels of daily English exposure and to identify the extent of the difference between the two groups. This research employed a quantitative comparative design involving 24 fifth-grade students of SDN 46 Bengkalis in the academic year 2025/2026. The data were collected using a 25-item English Exposure Questionnaire and a 20-item Vocabulary Test. Students were classified into high and low exposure groups based on the mean score of the questionnaire results. The data were analyzed using SPSS through validity and reliability tests, Shapiro–Wilk normality test, Levene’s homogeneity test, and independent sample t-test. The reliability analysis showed that both instruments were highly reliable, with Cronbach’s Alpha coefficients of 0.966. The normality test indicated that the data were normally distributed (Sig. = 0.982 and 0.336), while the homogeneity test showed homogeneous variances (Sig. = 0.679). The independent sample t-test yielded a t-value of -5.909 with a significance value (Sig. 2-tailed) of less than 0.001 and a mean difference of 20.357 points. The findings indicated that there was a significant difference in vocabulary acquisition between students with high and low levels of daily English exposure. The findings provide baseline information about the vocabulary gap between students with different levels of daily English exposure and may serve as a reference for developing instructional strategies aimed at supporting students with low English exposure.