Previous developmental research on pedagogical learning has heavily emphasized the role of children as learners. However, little is known about how young children understand pedagogical exchanges, including the teacher’s role. In this experiment, we investigated how 3.5-year-old and 4.5-year-old (n=24 per age group) children transmit pedagogical knowledge to a naïve adult. Children first learned about fictional animals and were then provided the opportunity to teach what they learned to an adult unfamiliar with these animals. In the learning phase, children learned information that was marked as true or false. Preliminary analyses reveal that 3.5-year-old children had difficulties teaching any information and do not distinguish between facts and false information. By contrast, 4.5-year-olds commonly and spontaneously engaged in teaching behavior and mainly conveyed true information (in 71% of the cases) when doing so. These results suggest that preschoolers between 3.5 and 4.5 years begin to show competence at teaching. Overall, the findings expand our understanding of pedagogical learning by uncovering how young children apprehend the complementary roles of teacher and learner.