For this study, 444 (personal and fictional) stories were elicited in semistructured interviews conducted in 6 (public and private) schools with 113 monolingual native speakers of Venezuelan Spanish between the ages of 6 and 11. Of these children, 52 were girls and 61 were boys; 54 were from a low-socio-economic status (SES) and 59 were from a high-SES background. The results show that children adjust to genre requirements because the same child can use different strategies in personal and fictional narratives. The findings also suggest that certain grammatical forms (e. g., modal expressions) are still developing in this age group. Moreover, children's sociocultural background has a considerable effect in fictional storytelling, but the effect of SES is negligible in the production of personal narratives. This in-depth analysis of school-age children's oral narrative abilities can shed light on the difficulties they may face when they start acquiring productive and receptive skills related to written narratives.