The reversal errors in the printing of 51 first grade students were examined. These children were asked to print a series of reversible target figures (letters and numbers, such as 2-s, p-q, p-9, and b-d) that were presented alone and with their mirror-image counterparts. To control for the possibility that the mere presence of another figure might be sufficient to produce an error, the targets were also presented with nonmirror-image figures. Although more reversals occurred when the target was printed with another figure than when it was printed alone, the nature of the other figure had no bearing on the number of reversals produced. Correct reproductions occurred far more often than reversals, even when the target was printed with its mirror-image counterpart. Focusing the child's attention on both the reversible target and its counterpart without emphasizing their orientation differences led to a reduction in reversal errors. Taken collectively, these findings opposed the widely held belief that printing reversals stemmed from interference produced by conflicting left-right orientation cues associated with the reversible figures. Apparently, differences in reversible figures do not need to be underscored to prevent interference. (Author/RL)