Past research has demonstrated that children prefer to learn from confident rather than hesitant informants. It is frequently assumed that they do so because they believe confidence to predict a person's knowledge and future accuracy; however, this assumption has not previously been tested. The present investigation therefore explored how 3- to 8-year-old children interpret informant confidence. Study 1 (N = 84) aimed to address whether informant confidence is interpreted as an indicator of knowledge. Study 2 (N = 87) explored how children's interpretation changes with conflicting informant credibility cues. Findings demonstrate that school-aged children, but not preschoolers, expect correct statements from confident individuals and incorrect statements from hesitant informants. Additionally, school-age children attribute word knowledge to a previously confident informant. When accuracy conflicts with confidence, accuracy drives 3- to 8-year-old children's knowledge attributions. This investigation builds on previous research and suggests that, by age 5 or 6, children do make individual epistemic inferences based on informant confidence.