Purpose: The present study was conducted with the purpose of investigating the effectiveness of training child-based mindfulness on neuropsychological skills in pre-elementary children. Method: The present study was quasi-experimental with pretest, posttest, control group and forty-five-day follow-up period design. The statistical population included all 546 pre-elementary children in the city of Isfahan in academic year 2019-20. 30 pre-elementary children who were selected through purposive sampling method and they were randomly accommodated into experimental and control groups (each group of 15 children). The experimental group received ten seventy-five-minute sessions of child-based mindfulness intervention during two-and-a-half months (Bordick, 2014). The applied questionnaire in the current study included neuropsychological skills questionnaire (NSQ). The data from the study were analyzed through repeated measurement ANOVA via SPSS23. Findings: The results showed that training child-based mindfulness has significant effect on pre-elementary children’s neuropsychological skills (p<0.001) in a way that this intervention has succeeded in increasing pre-elementary children’s neuropsychological skills. Conclusion: According to the findings of the present study it can be concluded that training child-based mindfulness can be applied as an efficient therapy to improve pre-elementary children’s neuropsychological skills through employing techniques such as thoughts, emotions, mindful behavior and being in the present time.