Previously there has been much research on the effects that music has on the brain and  how music can be used as a tool in L1 acquisition for children as well as L2 learning for adults (Miyake & Sleve 2006, Schellenberg, 2004, Miendlarzewska & Wiebke, 2014). However, the aim with this essay is to investigate whether there is a link between musical abilities and English L2 vocabulary learning and also to examine whether there is a relation between musical training for children and English vocabulary learning in upper secondary school. The study will compare the vocabulary learning to students who play video games or watch English tv shows or films two or more hours per week. The study was conducted on students from two different classes with different specializations. One class had music as its specialization and the other class engineering. The students were provided with a background questionnaire to be able to determine the musical abilities of the students and whether the students had been musically trained as children. Then the students were taught 20 English words which were later at the same occasion put in a vocabulary test. The results showed that the individuals with musical abilities had slightly better scores than the total average score through all categories; however, the results of the students who had had musical training as children showed an even greater difference in the efficiency of L2 English vocabulary learning as those students showed even higher scores on the English vocabulary test. The results of the examination thereby suggest that musical training on children facilitates English L2 vocabulary learning.