The present study examined the way preschool children acted in a drama. Children of the same age in pairs were asked to enact in a drama made of a story they had listened to. The drama was examined from four viewpoints.(1) As monitors of one another: 5 or 6 year-old children reproduced more episodes concerning the story than 4 year-old ones did, and they better helped each other to enact a drama.(2) Expression of a role: 5 year-old children more often deviated from the expression of their own roles than might have done 6 year-olds.(3) Understanding of a role: As for 5 year-old children, one often told the other what to do while waiting impatiently for the partner to start acting. Older children tended to look at each other.(4) Understanding of fictitiousness: Older children tended to tell the story to each other in whispers showing a certain discrimination between fiction and reality. Older children were more conscious in reproducing the exact story and the fictitiousness of the drama.