This study was to investigate how the rewriting activity using traditional fairy tales affected young children s perspective-taking ability. Subjects for this study were 16 five-year-old children (experimental group) attending the kindergarten attached to P elementary school and another 16 five-year-old children (control group) attending the kindergarten attached to J elementary school. Both schools were located in Paju, Gyunggee. The experimental group was treated with the rewriting activity after listening to traditional fairy tales, while the control group only listened to the same traditional fairy tales. The instrument of perspective-taking ability, which Kim (1985) translated based upon Kurdek and Rodgon s (1975) research and was revised by Hur (2001), was used as a measure of young children s perspective-taking ability. Eight traditional fairy tales with didactic or retributive factors were selected to be used for rewriting activity. To test research questions, means and standard deviations of the difference scores between post- and pre-tests were calculated first, then t-tests were conducted using SPSS for Windows 12.0. Results of this study were as follows. First, a significant difference of perspective-taking ability between experimental and control groups was found. Second, there was a significant difference of cognitive perspective-taking ability between experimental and control groups. Third, it was also found that the affective perspective-taking ability of the experimental group significantly differed from that of the control group.