3 studies examined the development of recognition memory for the left-right orientation of pictures of common objects. In study 1, 5-year-olds, 9-year-olds, and college students were shown 20 pictures of objects. Subsequently, they were tested on their ability to discriminate between 10 of these pictures and their left-right mirror images and between the other 10 pictures and completely new ones. There were large developmental differences in memory for orientation, although all age groups could discriminate accurately between familiar pictures and completely new ones. In studies 2a and 2b, training concerning the relevance of orientation improved second and fourth graders' long-term memory for this characteristic, but training effects were minimal for kindergartners. However, even kindergarten children showed accurate short-term memory for orientation on the task used for training. In contrast to study 2, study 3 produced accurate long-term memory for orientation in kindergarten children by using a verbal training procedure. Results are discussed in terms of the range of memory factors involved in children's mirror-image confusions and in terms of general implications for the development of recognition memory.