The relationship between preschool children's level of gender understanding and their ability to identify gender-linked attributes was examined. Participants were 26 3-year-old and 30 4-year-old children who were administered a single-cue gender labelling task, Slaby and Frey's (1975) gender constancy test, and the Peabody Picture Vocabulary Test. On the gender labelling task, 12 gender-linked cues were presented in conjunction with a 28-centimeter tall cardboard doll; social or physical cues were designed to enable identification of the doll as a "mommy" or a "daddy." On the gender constancy test, children were classified as being at one of three levels according to the extent to which they successfully answered questions related to identity, stability, and consistency. Results for the attributes of clothing and hair were generally consistent with those of previous investigations. Of the other four gender attributes, voice was most consistently identified across the age and sex of stimuli groupings. Body shape was not discriminated by 3-year-olds for the female stimulus, and both age groups had difficulty identifying the female face. It was also found that toys were the stimuli presenting the most difficulty for judgments of gender and that the physical or social nature of cues had no effect on performance. Additionally, knowledge of gender-linked cues was found to be related to level of gender constancy and mental age. (RH)