<p>Planning is a complex cognitive process which includes generating possible alternatives leading to the desired outcome and making a choice among them. Previous research has shown that planning ability continues to develop throughout the preschool years. The goal of the current study is to explore whether 4- to 6-year-old children’s performance in planning could be enhanced using future hypothetical prompts (e.g., “<i>What would happen if I do this?</i>”). The study has a mixed design, measuring planning ability via Tower of Hanoi task. The training phase involves pre-recorded video of an actor making an erroneous move with one of the rings. In the test phase, children are presented with a still image showing the actor prior to the erroneous move, and asked to choose among three alternative moves in response to the question, “<i>Next time, where should the actor place the red ring to avoid a mistake?</i>”. Children’s executive function (DCCS) and language skills (PPVT) were also measured. Performance was determined by successful task completion and the number of moves made. The results showed that the percentage of children who successfully completed the task increased from 30% in the pre-test to 60% in the post-test within the experimental group, indicating that future hypothetical prompts significantly enhanced task completion rates. However, no notable improvement was observed in the number of moves made. These findings underscore the potential of structured interventions, such as hypothetical prompts, in fostering preschoolers’ planning abilities by reducing errors and improving task performance.</p>