Children are judicious social learners. They may be particularly sensitive to communicative actions done pedagogically for their benefit, as such actions may mark important, generalizable information. Three experiments (N = 224) found striking differences in preschoolers’ inductive generalization and exploration of a novel functional property, depending on whether identical evidence for the property was produced accidentally, intentionally, or pedagogically and communicatively. Results also revealed that although 4-year-olds reserved strong generalizations for a property that is pedagogically demonstrated, 3-year-olds made such inferences when it was produced either intentionally or pedagogically. These findings suggest that by age 4 children assess whether evidence is produced for their benefit in gauging generalizability, giving them a powerful tool for acquiring important kind-relevant, generic knowledge.