<p>Given the essential role that gender stereotypes play in children’s perceptions and behaviors, it is important to investigate the stereotypes that are most accessible to them. The present research investigated kindergarten and fifth grade children’s (<i>N</i> = 171; 56% girls; 36% White) accessible gender stereotypes by asking them three sets of open-ended questions. Children were asked to describe girls and boys (approach questions), the things that girls and boys do not do (avoidance questions), and how girls and boys are alike and different (comparison questions). Responses were coded according to gender role (i.e., feminine, masculine, or neutral) and domain (e.g., activity, appearance, trait). Comparing the responses for girl and boy targets, findings revealed that feminine appearance stereotypes were more prevalent in the descriptions of what girls approach and what boys avoid, and masculine activity stereotypes were more prevalent in the descriptions of what boys approach and what girls avoid. Results also revealed that children relied on biological neutral statements (e.g., girls and boys both have legs) when considering gender similarities and feminine appearance stereotypes when describing gender differences. Regarding grade differences, fifth graders were more likely to offer trait responses than kindergarteners across all question prompts, and more appearance stereotypes for the avoidance questions. In contrast, kindergarteners provided more appearance statements than fifth graders when making gender comparisons. Findings demonstrate that the accessibility of domain-specific stereotypes depend on the target’s gender, participant’s age, and question prompt. The present study highlights the multidimensional nature of stereotypes (e.g., domain and gender role) and the value of using open-ended methodology to measure the content of stereotypes.</p>