Metarepresentational theory of mind (ToM) was studied in middle- and low-SES five- and six-year-olds. Two aspects of ToM were distinguished. Reasoning about one's own mental states (Intrapersonal ToM) was assessed in the intrapersonal ToM task condition and reasoning about others' mental states (Social ToM) was assessed in the social ToM task condition. Performance in the two aspects was tested with a battery of matched ToM assessments across condition. The effects of language ability, SES, age, and sex on performance were assessed. ToM was found to differentiate into the two kinds. Results showed that performance was better overall for the Social ToM than the Intrapersonal ToM tasks. There were no SES, age or sex differences in ToM performance. Language was significantly related to ToM performance. However, condition made a unique contribution to ToM performance over and above the contribution made by language. The implications of children's greater strength in Social ToM for educational practices are discussed.