Preschoolers gradually develop a theory of mind which enables them to attribute mental states (volition, desires, knowledge, thoughts, beliefs) to themselves and others, and to understand false beliefs situations (deception, misunderstanding) etc. (Doherty, 2009). Because it is considered as a prerequisite to metacognition and social and school adaptation (Larzul, 2010), this skill is important for the academic progress of the child. We know that exposure to children's literature, mediated by an adult, contributes to theory of mind development (Mar, Tackett and Moore, 2010; Symons, Peterson, Slaughter, Roche and Doyle, 2005). A research conducted among American families found that 78% of books read to preschoolers refer to internal states and more than a third staged a false belief (Cassidy et al., 1998). The exploratory study to be reported here aimed to identify children's literature albums present in five kindergarten classes. A sample of these books was analyzed to assess the content in terms of words, mental states and situations of false belief. The results confirm those observed by Cassidy et al. (1998) and highlight the potential of children’s literature to promote theory of mind development in preschool.