During pretend play, children create imaginary scenarios and take on various roles, from princesses to pirates conquering the Seven Seas. Some children, particularly those with imaginary companions (IC), become deeply immersed in these imagined worlds. Research on IC remains inconclusive due to differing age groups, methodologies, and definitions. This study explores the impact of IC on 4- to 8-year-old children’s cognition and behavior (N = 62, 56% girls, mostly white, data collection: 04.2021- 02.2022) using standardized tests and clear inclusion criteria. Our findings show no significant differences between children with or without IC in social and cognitive measures. While the study does not support the idea that IC enhances these skills, it also suggests no negative effects on development.