We describe the nature of the evidential system in Tibetan and consider the challenges that any evidential system presents to language acquisition. We present data from Tibetan-speaking children that shed light on their understanding of the syntactic and semantic properties of evidentials, and their competence in the point-of-view shift required for the use of evidentials in questions. We then examine connections between the mastery of indirect evidentials and children's inferential competence. (Contains 5 figures.)