The purpose of the present study was to examine whether the suggestibility effects might be obtained for fifth and second graders. After subjects were shown a series of events, subjects on misleading condition were asked to fill out questionnaires that contained false information concerning the event, while subjects on control condition were asked to fill out questionnaires not containing false information. Then the subjects were given either a recognition test or a source monitoring test. Results of the experiment showed that the number of witness responses for the misleading items was significantly greater on misleading conditions than the one on control conditions, but for the other items the differences between them were not significant. The results also showed that the number of conflict responses was significantly greater than that of rewriting responses on the recognition test but not on the source monitoring test. These results suggested that children's suggestibility was not only due to their integrated memory representation, but also to their inability to discriminate between memories of original and misleading information.