Thirty parents observed their preschoolers (M [subscript age] = 4;2) experience a standardized laboratory event and discussed the event with their child later that day. Children's memory for this event was subsequently tested at two delay intervals. Prior to the laboratory event, parents were randomly assigned to receive either autonomy-support training (Condition A) or elaborative-structure training (Condition B); training followed the event. Autonomy support-trained parents became more autonomy-supportive following the training; structure-trained parents became more structurally elaborative. Short-term experimenter-child memory interviews took place 2 weeks after the laboratory event; children of autonomy support-trained parents appeared more engaged in this memory interview, while children of structure-trained parents provided more recall and more thematically coherent memory narratives. Long-term experimenter-child interviews took place 8 months after the laboratory event; children of autonomy support-trained parents provided more information in the directed phase of this interview and appeared more engaged in the interview. The effects of high parental autonomy support and high elaborative structure for children's memory and motivation to reminisce are discussed.