Phraseology is the youngest language discipline that is not only interesting to linguists, but also to a wider circle of people - writers, writers, journalists or language lovers. The study of figurative language consists of idioms. Idioms do not occur in the speech process but function as a learned, adopted and memorised whole (Fink – Arsovski, 2002). They are a part of everyday speech, communication and written words of adults. The question is how close idioms are to children and whether they have idiom comprehension skills. Children encounter idioms very early, by listening to the speech and communication of the environment, by reading and using it for themselves. Children literature is full of figurative forms and by exposing children to idioms they enhance their vocabulary. Figurative form acquisition can be achieved, so it is important that the content offered to a child is carefully selected. Figurative forms build up and develop children's vocabulary. The purpose of figurative language is to emphasize the content of the message, and to make it entertaining. In order for a child to be able to develop and improve their own language competences, it is necessary to offer them a stimulating environment. But how do the children determine the meaning of an idiom? Does context help them? These questions were the driving force behind the research. Therefore, the aim of this research was to investigate what role context (specific examples) has on children's idiom acquisition. The research was conducted with three school-age children in Đakovo with he help of an interview.