This study investigated the question of whether young children can form response chains in problem solving. After reviewing the literature relating to chaining as a component of problem solving, the author argues that a test of chaining should be free of requirements to recall previously learned material, remember general information, or apply abstract principles. The current study used a task in which subjects were required to execute a sequence of trades. Subjects were drawn from kindergarten, third grade, sixth grade, and college populations, and were individually tested. Results indicated that college and sixth-grade students were able to solve all problems without hints. Younger students were able to solve the problems after a few trials. The author concluded that children were capable of forming chains at young ages. (SD)