This study aimed to investigate the role of theory of mind (ToM) and both cool and hot executive function (EF) in accounting for prosocial behavior. Typically developing children of 3 to 6 years of age (N = 183) were assessed on a battery of EF and ToM tasks, while parents and teachers completed a questionnaire examining the children's prosocial behavior in everyday situations. Structural equation modeling was used to investigate the EF constructs and then to examine within the same model the relation among EF (both cool and hot), ToM, and prosocial behavior (teacher form), while controlling for age. The results showed that cool EF task performance was directly related to prosocial behavior, whereas neither ToM nor hot EF task performance was related to prosocial behavior. Nevertheless, both ToM and hot EF task performance were related to cool EF task performance. Interestingly, hot EF task performances were not significantly related to each other or to ToM.