Twenty first-, second-, and third-grade children were tested, trained, and retested in their use of double-function words (e.g., hard, deep, bright). Children first understand such words as they refer to inanimate objects, then to people in a physical sense, and last to people in a psychological sense. Wide variations in initial understanding and trainability of double-function words occurred. It is easier to train children to understand a double-function word as applied to a person in a physical sense than in a psychological sense. Words with tactual referents (sweet, warm, dry, cold, hard) are understood earlier than words with visual referents (bright, crooked, sharp, deep), but words with visual referents show greater gains after training. Several possible explanations of these results are discussed.