We investigated the conditions under which preparatory information presented 1 day before a novel event influenced 6-year-olds' recall 1 week later. Children were assigned to one of six experimental conditions. Three conditions involved preparatory information that described the event accurately but differed according to the presence and type of props ("verbal", "real props", and "toy props"). In two conditions, which also differed according to whether verbal information was supplemented with real props, half of the preparatory information described the event accurately, whereas the other half was thematically similar to, but inconsistent with, the event ("misleading verbal" and "misleading props"). Compared with the attentional "control" condition, all forms of preparation that described the event accurately increased correct recall. Preparation that included props improved photograph recognition. When half of the accurate information was replaced by misleading information, the positive benefit on recall was reduced, and when misleading props accompanied the misleading information, errors increased. The potential underlying mechanisms and implications for pediatric settings are discussed.