Nonverbal sound effects, such as background music and sound enhancements, have been widely used in children's eBooks; however, the impact of these effects on children's language learning remains inconclusive. This study examined Mandarin-English bilingual children's attention on sound-enhanced words during static eBook viewing. Fifty-seven 4-5 years old preschoolers in Singapore were assigned to either the sound-enhanced eBook condition (+sound effects and music) or the static eBooks condition. Two stories were presented to children each for four times over two weeks, and their visual attention on seven sound-enhanced words was measured with eye-trackers. Children were assessed for their general Mandarin proficiency and their prior knowledge of the sound-enhanced words before the eBook presentation and were tested again in detail for their acquisition of sound-enhanced words after the experiment. The results demonstrated that nonverbal sound effects have little effect on directing children's attention to the sound-enhanced words in the eBooks. Children's general Mandarin proficiency, on the other hand, significantly influenced children's attention to the words during book reading and target word learning.