Two experiments examined how internal and external supports affected planning for enabling (logically linked) and conventional (arbitrarily linked) events. In Experiment 1, preschoolers were given either two or four training sessions before planning and enacting invariably sequenced art projects. In Experiment 2, preschoolers were given two training sessions and either viewed or did not view completed projects during planning. Children's knowledge, anticipatory plans for actions and art supplies, and execution of action and supply plans were assessed. Children's ability to include advance preparations and required items in their anticipatory plans, to select preplanned items, and to sequence actions and repair errors when enacting plans was worse for the enabling event than for the conventional event. Practice had limited influence on successful planning, whereas cueing enhanced planning performance. Anticipatory and opportunistic planning, plan execution, and debugging processes are differentially affected by event knowledge and structure and by cues in the environment.