This study investigated the use of diagrammatic representation as an aid for recalling a past event for 30, 4-5 year olds in their preschool year prior to commencing primary schoool. The children were randomly placed into one of two groups: 'talkers' (verbal memory) or 'drawers' (diagrammatic memory). They were interviewed individually, both one day and one month after an event that involved making a much needed tool for a game at their preschool. Both interviews were conducted by a familiar adult through three different levels of engagement - neutral, verbal and visual. Results showed that a combination of drawing and specific questionning ('verbal' level of engagement) facilitated better recall of detail than either drawing or talking independently. No significant differences regarding accuracy of responses were found between the two groups.