Research Findings: An understanding of another's mental state, beliefs, or desires is often referred to as theory of mind (ToM). Pretence has been shown to be a precursor to ToM (Leslie, 1987; Lillard, 1999, 2001), and thus ToM could potentially be developed through training in complex pretence (Dockett, 1998). In the current study, we test the hypothesis that ToM development can be enhanced through teaching pretence in an educational setting and consider the implications for pupils in the foundation stage. In particular we look at how training in ToM accelerates learning and development of ToM concepts. A group of 38 children (average age=46 months) received intense pretence training or engaged in non-pretence-related activities for 15 min, 3 times a week for 4 weeks. Practice or Policy: Analysis of the difference between pre- and posttraining performance on measures of false belief, appearance-reality, and emotion recognition showed partial evidence for enhanced ToM development in response to pretence-based play in the treatment group. These findings provide evidence that ToM is multidimensional, with contributing components developing at different rates. Moreover, the results indicate that emotive and conceptual aspects of ToM can be taught through training sessions in pretence, signifying continual development of ToM throughout childhood. The implications of utilizing pretence within education settings are discussed. (author abstract)