In this study, 5- and 6-year-olds were read a story and asked to recall its details. Two independent factors—prestory knowledge and poststory suggestions—were crossed to examine the effects on children’s story recall. The results indicated that prestory social knowledge about the story protagonist as well as academic knowledge relating to the content of the story influenced the accuracy of children’s recall immediately after the story presentation. Following the suggestive interview, children reported interviewer-provided social and academic misinformation to a greater extent when the misinformation was consistent with their prior knowledge. In contrast, children were more likely to refute misinformation that contradicted their academic knowledge. These findings are discussed in terms of the mechanisms underlying the knowledge–memory and knowledge–suggestibility linkages.