This paper reports on the type and frequency of pronunciation patterns among a group of Hul'q'umi'num' (Central Salish) adult language learners. With its rich phonological and morphological systems, Hul'q'umi'num' contains many consonants and consonantal sequences that are unfamiliar for learners whose first language is English. Analysis of a set of four pronunciation tests reveals that learners' pronunciation is affected by test, speaker, word, number of unfamiliar sounds within the word, and specific phonological make-up of these sounds. These findings lay the foundation for more in-depth studies targeting each of these factors, to understand their implications for a) additional language pronunciation in Hul'q'umi'num', b) models of second language pronunciation more generally, and c) pedagogical approaches to Hul'q'umi'num' pronunciation.