Background <p>Conversations about mental states promote social understanding in children. Although training programs can greatly improve this understanding, there is a noticeable lack of research that addresses non-Western contexts.</p> Objective <p>This training study investigated the impact of a translated and adapted conversation training program on social understanding among children in middle childhood, within Pakistan.</p> Methods <p>This study assessed the effect of a conversation training program on social understanding in 72 Pakistani children (ages 9–11). Participants were randomly assigned to training and control groups and pre-tested on executive functioning (planning and working memory), and theory of mind. The training group engaged with mental-state stories, while the control group listened to physical-event stories without using mental-state verbs. All participants then participated in comprehension and language exercises. Following a two-week intervention, post-assessments were carried out on one practiced task (Strange Stories) and two transfer tasks (Faux-Pas and Eyes task) at two weeks, three months, and six months after the intervention.</p> Results <p>The experimental group showed significant ToM improvements on the Strange Stories and Faux-Pas tasks, even after controlling for baseline executive functioning and monthly family income. The intention-to-treat analysis confirms the significant findings for the Strange Stories and Faux-Pas, while significant results were noted for the Eye Test, even though these results were nonsignificant in the ANCOVA analysis.</p> Conclusion <p>The conversation training program improved children’s social understanding, underscoring the suitability of this intervention in diverse cultural contexts. The positive intervention effect offers a promising way to enhance ToM skills in middle childhood, especially in settings with developmental delays.</p>