The use of tests is a well-established tradition in the study of children's learning. Most of these tests claim to establish a child's general understanding, independent of situations and well-known contexts. I have studied narratives told by a four-year-old boy who failed to pass a false belief test (a test designed to examine whether a child is able to understand another person's beliefs or not). However, through narratives told in an everyday context, this boy shows that he both understands what his teacher does not understand, and that he is able to explain to her what and why she has misunderstood. This article is built upon theories from the socio-cultural tradition--theories that do not allow one-way influence from society to the individual mind. Through participation in social and cultural activities, a child interacts with material and symbolic forms that promote development of social learning and understanding of other people's beliefs.