Understanding of other people's psychological state of mind is a a basic skill we are using on a daily basis. Theory of mind is defined as an ability of ascribing psychological states to ourselves and others (Wellman, Cross i Watson, 2001). The Eyes test (Baron-Cohen, Wheelwright, Scahill, Lawson i Spong, 2001) is an instrument for assessing the theory of mind. This research focuses on the development of the theory of mind, and uses works of art as a stimulus. The aim of this study was to examine the impact of exposure to works of art on the performance on theory of mind task. The study was conducted on a sample of 145 elementary school students, aged 6 to 10 years. The control group consisted of 73 students from elementary school „Sućidar“ in Split, and experimental group of 72 from elementary school „Zmijavci“ and „Šute“ in Zmijavci. The measurement instruments that have been used are the Eyes test and the Questionnaire of appreciation of work of art. Students from the experimental group were exposed to works of art and then were presented with the Eyes test, while students from the control group were presented the Eyes test without previous exposure to works of art. The results show a statistically significant difference in the performance on the theory of mind task. Students from the experimental group have shown more developed theory of mind when compared to students from the control group.