This exploratory study examined children's experiences with producing and comprehending external representations in a preschool classroom. Data collection and analyses focused on how artifacts, spaces, adult-guided routines, and social conventions shape young children's representational development. Participants included 4- and 5-year-old preschoolers of East Indian-descent, a head classroom teacher of European descent, and other adult assistants. Analyses revealed variations in adult mediation and child participation across types of representational practices (reading, drawing, pretending, etc.). Furthermore, there were numerous relationships among artifacts, practices and spaces within the classroom which varied across practices. These findings may help educators, parents and psychologists better understand how young children become competent members of representation-using communities.