This study aims to investigate what influence the story making through appreciation of famous paintings has on young children’s imaginative narrative. For the purpose of this study, I have established the following research questions. 1. Does the story making through appreciation of famous paintings have influence on the development of young children’s imaginative narrative? 1-1 Does the story making through appreciation of famous paintings have influence on the components of young children’s imaginative narrative? 1-2 Does the story making through appreciation of famous paintings have influence on the structure of young children’s imaginative narrative? 1-3 Does the story making through appreciation of famous paintings have influence on the length of young children’s imaginative narrative? The subjects of this study were 40 young children, of whom are 20 young children from T Kindergarten in Suwon, Gyeonggi-do (for the experimental group), and other 20 ones from D Kindergarten in the same city (for the control group). Their average age was 5 years and 8 months. I have used as research tools for analyzing imaginative narrative the reference for the analysis of ‘story elements of imaginative narrative,’ which was modified from that used in Lee and Lee’s (2005) work, and the references for the analyses of ‘levels of narrative’and ‘length of narrative,’ used in O’Donell-Johnson’s (1999) work. I have video-recorded the whole process, which in turn has been transcribed. As for data processing, I have worked out frequencies and means of the transcribed data in accordance with the research questions. I have carried out a test in order to examine the differences in story elements and levels of narrative in young children’s imaginative narrative, and performed t-test of the increased scores after the experiment compared to those before with respect to length of narrative. The results from this study are as follows. First, the activities of story making through appreciation of famous paintings have had effects on promoting the story elements of the young children’s imaginative narrative. As a result of the post-test, the experimental group showed meaningful differences from the control group in such story elements as ‘beginning‘, ‘time,’ ‘problem’, ‘response,’ and ‘ending‘. Second, the activities of story making through appreciation of famous paintings have had effects on promoting the levels of narrative of the young children’s imaginative narrative. Though the two groups showed such developmental levels as ‘action sequence’ and ‘reactive sequence’in the preliminary test, in the post test, the experimental group showed higher frequencies at the levels of ‘reactive sequence,’ ‘abbreviated episodes,’ and ‘complete episodes,’ whereas the control group showed meaningful differences with ‘action sequence,’ ‘reactive sequence,’ ‘abbreviated episodes,’ and ‘complete episodes,’ Third, the experimental group, which underwent story making activities through appreciation of famous paintings showed more effective increase in the length of narrative than the control group, which did not. Generalizing the results so far, we can find out that story making through appreciation of famous paintings has positive effects on young children’s imaginative narrative. Thus, this suggests that story making through appreciation of famous paintings is an effective way to develop imaginative narrative ability.