Children are frequently victims and witnesses of crime. In the witness identification literature, children are deemed to have unreliable memories. Yet, in developmental research, even young children display appropriate metacognitive cues that reflect their accuracy. To address these contradictory findings, we asked children in young- (4–6 years), middle- (7–9 years), and late- (10–17 years) childhood (N = 2,205) to watch a person in a video, and then identify that person from a police lineup. We asked children to provide a confidence rating for their identification decision (a direct metacognitive cue), and used an interactive lineup—in which the lineup faces can be rotated and viewed from different angles—to analyze children’s viewing behavior (an indirect metacognitive cue). According to calibration statistics that have traditionally been calculated in the witness literature, confidence was only informative about accuracy in late-childhood. Confidence-Accuracy Characteristic analysis, however, suggested that confidence and accuracy were related and high-confidence suspect identifications were highly accurate in middle- and late- childhood. Moreover, in all age groups, viewing behavior on the interactive lineup differed in children who made correct compared to incorrect suspect identifications. Our research suggests that the fundamental architecture of metacognition that has previously been evidenced in the developmental literature on relatively simple tasks, also underlies performance on complex tasks like an identification from a lineup. Moreover, our findings are practically important for legal professionals interpreting child memory evidence: Namely, identifications made by children can be reliable when appropriate metacognitive cues are used to assess accuracy.