Learning from others allows young children to acquire vast amounts of information quickly, but doing so effectively also requires epistemic vigilance. Although preschool-age children have some capacity to engage in such processes, they often have trouble resisting information from misleading informants. The present research takes a "novel strategic deception" training approach to addressing this limitation. The approach is grounded in theoretical work on children's recognition of self-other equivalences (Meltzoff, 2007) and in the default tendency to view communication as helpful (Mascaro et al., 2017). Eighty 3-year-old Singaporean children (M[subscript age] = 39.36 months, 37 girls, 90.0% Chinese) were randomly assigned to either an experimental condition, in which they were trained on strategic deception, or to a conservation training control condition. Findings showed that the strategic deception training was effective in promoting epistemic vigilance on a semantic task that involved object naming and no pointing, although the effect did not extend to performance on an episodic task that involved pointing to object locations. These findings provide the first evidence of a causal link between young children's reasoning about how to deceive others and their resistance to being misled by others. In doing so, they shed light on the mechanisms that come into play when children learn epistemic vigilance.