Numerous laboratory studies found that children show protest when a person does not adhere to a social norm. Whether the familiarity with the person and the environment affects protest behavior is still unknown, however. In the present study, two groups of N = 80 four-to-seven-year-old children (age-groups about equally distributed in each group) took part. Group A (unfamiliar) observed an unfamiliar experimenter in a laboratory setting, and Group B (familiar) observed one of their primary caregivers at home coloring a picture with “wrong” colors (e.g., using blue for an apple), thus demonstrating norm-violating behavior. Children’s responses were categorized as “protest behavior” if they (a) showed normative protest, (b) reminded the other person to adhere the norm, or (c) expressed hints of protest (e.g. by questioning the behavior of the other person). Based on the number of corresponding behaviors, each child reached a protest score. Following the demonstration, children were offered to color their own picture while the other person left the room. Based on the number of objects colored the same as demonstrated, an imitation score was assessed. Protest scores were higher in the familiar compared to the unfamiliar condition. Children who showed any type of protest revealed less imitation when painting their own picture. No age-differences in protest behavior were observed.