Lying is common among adults and a more complex issue in children. In this article, I review two decades of empirical evidence about lying in children from the perspective of speech act theory. Children begin to tell lies in the preschool years for anti- and prosocial purposes, and their tendency to lie changes as a function of age and the type of lies being told. In addition, children's ability to tell convincing lies improves with age. In the article, I highlight the central roles that children's understanding of mental states and social conventions play in the development of lying. I also identify areas for research to be done to develop a more comprehensive picture of the typical and atypical developmental courses of verbal deception in children.