The effects of age, task, and egocentric responding on visual-spatial perspective taking were studied among 41 preschool children between 3.0 and 5.9 years of age. Children were individually administered three perspective-taking measures: the upside-down/right-side-up task, a block task, and a picture box task, all previously described in the literature. Results revealed that older children performed significantly better than younger children on the upside-down/right-side-up task and the block task. Younger children had difficulty demonstrating understanding of their own perspective on the block task. Results further indicated, however, that only a small percentage of the responses on all tasks were egocentric and that no subject in the present study exhibited consistent egocentric behavior. Although tasks were designed to facilitate performance by minimizing response and instructional demands, some subjects had particular difficulty with certain tasks and responses within the tasks. Therefore, potential performance barriers were discussed. It was concluded that the finding of variation in children's egocentricity does not itself diminish the usefulness of a perspective-taking task; instead, it diminishes the usefulness of constructs assuming that egocentricism prevents a child from perspective taking. (Author/RH)