During a study in a Kindergarten classroom, wordless and almost wordless picturebooks were presented as aesthetic objects that are read for pleasure, reward slow looking, and require engagement in significant semiotic work. Instruction about and adult mediation of picturebooks throughout the research communicated to the children that elements of visual art, design, and layout in picturebook artwork are fundamental to meaning-making with this format of literature. One component of the research procedures involved the students participating in small group interactive discussion sessions of six almost wordless picturebooks. Content analysis of transcript excerpts from the discussions of one picturebook revealed the Kindergarten children generated inferences about characters' goals, actions, states, activities, emotions, and utterances, as well as made place, object, causal antecedents, and causal consequences inferences. Furthermore, analyses of the transcripts revealed how inference generation was central to the children's meaning-making during their transactions with an almost wordless picturebook. The findings contribute to the limited scholarship on Kindergarten students' inferences and interpretations about elements of artwork, design, and layout in wordless and almost wordless picturebooks, and overall, add to the literature on young children's inferential thinking.