The ability of kindergarten and 3rd-grade children to accurately interpret implied motion in pictures was examined. Sixty-four children responded to pictures from experimental conditions that varied type of motion, cueing strategy, pictorial complexity, and color. The 3rd-grade children were more adept at identifying implied motion than the kindergarten children, the postural motion condition was more effective than the flow-line condition in conveying motion, and cues and relevant pictorial background information increased accuracy of interpretation.