This study investigated the longitudinal relations between theory of mind (ToM) understanding and children's drawings of play in 26 school-aged children, (16 females, 10 males, aged 8-12 years). Theory of mind was assessed at Time 1 (T1, M = 8 y 5m) and two years later at Time 2 (T2, M =10 y 4 m), as well as children's drawings of play activities. Longitudinally, significant positive associations (p < 0.05) were found between T1 ToM ability and the T2 verbal description of the child's drawing (r = 0.38). A significant negative correlation was found between children's verbal descriptions of their drawings and emotional facial expressions (r = -0.44). The majority of the drawings reflected physical play activities, with physical, competitive activities (e.g., soccer). Implications for socioemotional and cognitive development in middle childhood are discussed.