Groups of children at three different developmental levels were each given a brief presentation by their classroom teachers regarding the Space Shuttle Challenger disaster, one day after the shuttle exploded. The standardized presentation included information about where the shuttle was launched, the crew, the special significance of Mrs. McAuliffe's participation, and what was currently known about the explosion. After the presentation, 20 minutes were allotted for comments and questions from students. Students' conversations and comments were recorded and analyzed according to the cognitive developmental level of the learner. Participants included a kindergarten class, one first grade class, two fourth grade classes, one ninth grade class, and one tenth grade class. Classes ranged in size from 22 to 31 students. Findings revealed that children attempted to understand the shuttle disaster by employing logic or reasoning consistent with their stage of cognitive development. It is concluded that, since its ramifications differently, intervention aimed at reducing disaster-induced trauma in the future might best be structured to address the developmental level of the children involved. (Author/RH)