The aim of this study was to explore the effects of repeat viewing on comprehension of explicitly and implicitly presented information in an animated movie. Seventy-three pre-school children watched an animated film and were tested for comprehension after either their single or fifth viewing. Only children's comprehension of explicitly presented information was facilitated by repeat viewing. However, post hoc analyses revealed that children's explicit and implicit comprehension of a central character "Thunderbolt" significantly increased across viewing conditions, whereas, repeat viewing only facilitated children's explicit comprehension of the central character "Patch". The theoretical and practical implications of these findings are discussed. (Contains 2 tables and 1 footnote.)