Perspective taking refers to the ability to understand others’ thoughts, feelings and perspectives. From previous studies, it emerges that children with a diagnosis of autism spectrum disorder show many difficulties in understanding the other’s point of view, especially in terms of thoughts and emotions. The aims of the present study were: (1) to verify the effectiveness of group training in promoting perspective taking in a small group of preschoolers including two children with diagnosis of high-functioning autism spectrum disorder; and (2) to verify whether the learning in the perspective taking skills could be transferred to everyday situations in terms of prosocial behaviors. Twelve children (mean age: 54.5 months), 10 with typical development and 2 with high-functioning autism spectrum disorder, participated in the study. The effectiveness of training was evaluated in a pre/post-test design both via experimental tests and direct observations. The results highlighted the effectiveness of the training in enhancing perspective taking ability and prosocial behaviors of preschoolers, including the two children with a diagnosis of high-functioning autism spectrum disorder. The use of non-clinical and educational methodologies can contribute to the development of children’s perspective taking skills by means of daily educational activities in small group including children with high-functioning autism spectrum disorder. These results have great applicative relevance for early childhood education and care centers.