Children are prone to similar errors in attributing beliefs (or belief-based emotions) to themselves or to another person. Children also display no obvious advantage or accuracy in talking about their own mental states compared with those of other people. By implication, children have no special access to their own mental states. However, a closer examination of children’s reference to knowing and not knowing, shows that they talk asymmetrically about their own knowledge as compared with that of an interlocutor. More specifically, young children—two-year-olds—ask questions about what others know but not about what they know themselves. Conversely, they deny that they have knowledge but rarely deny that others have knowledge. The data imply that children have privileged access to, and less uncertainty about, their own knowledge states as compared with those of other people. Potential implications for future research on children’s developing theory of mind are discussed.