ABSTRACT From the moment we are born, we use our mental abilities to communicate with our environment, to understand others, and to interpret human behavior. These mental abilities enable us to comprehend other people’s desires, intentions, imaginations, and emotions—capacities explained through the concept of *Theory of Mind* (ToM), which develops from infancy onward. This review aims to systematically examine the developmental processes of Theory of Mind skills in children with autism, to compare intervention approaches used for teaching these skills, to identify the common features and theoretical frameworks of studies in the literature, to specify the number of studies reviewed and their methodological characteristics, and to discuss how possessing good teamwork skills as an educator can enhance the effectiveness of these interventions. Based on a **literature review** methodology, studies examining the development of Theory of Mind skills in children with autism and those with typical development were compiled. The methodological features of these studies—such as sample sizes, age ranges, and control group designs—were recorded and compared. The review also discusses the number of studies identified, their shared characteristics, and the theoretical frameworks employed (e.g., social cognition, theory-of-mind paradigm). Our findings indicate that **structured interventions** can significantly improve Theory of Mind skills in children with autism, although generalization of these skills remains limited. Interventions focusing on **social interaction and communication** or employing **representation-based techniques** (e.g., thought-bubble methods) enhance conceptual understanding and awareness, though their effectiveness may vary depending on age and context. Visual support techniques such as the thought-bubble method tend to yield stronger effects than other methods, but these outcomes may differ according to language proficiency and cultural context. Moreover, **peer-assisted and inclusive teaching practices** are found to play a key role in promoting the generalization of learned skills to real-life situations. Within theoretical frameworks, interventions appear to target conceptual levels of understanding, yet additional strategies are required to support broader cognitive and social generalization. Keywords: Autism, Theory of mind, Development of theory of mind