Previous developmental studies of conjunction have focused on the syntax of phrasal and sentential coordination (Lust, 1977; de Villiers, Tager-Flusberg & Hakuta, 1977; Bloom, Lahey, Hood, Lifter & Fiess, 1980, among others). The present study examined the flexibility of children's interpretation of conjunction. Specifically, when two predicates that can apply simultaneously to a single individual are conjoined in the scope of a plural definite (The bears are big and white), conjunction receives a Boolean, intersective interpretation. However, when the conjoined predicates cannot apply simultaneously to an individual (The bears are big and small), conjunction receives a weaker ‘split’ interpretation (Krifka, 1990; Lasersohn, 1995; Winter, 1996). Our experiments reveal that preschool-aged children are sensitive to both intersective and split interpretations, and can use their lexical and world knowledge of the relevant predicates in order to select an appropriate reading.