The purposes of the study explored the effectiveness of ”the intervention of Picture book oriented helping behavior” for elementary school students on their prosocial moral reasoning, the desire to help and help behavior. The quasi-experimental design was used in this study. Tow class students were selected from one elementary school to participate in this study. A one-class student was assigned to treatment group and the other one was assigned to the alternative treatment group. The treatment group participated in 12-session (once a week, 60 minitues each week) ”the intervention of Picture book oriented helping behavior” while the alternative group received original curricular. The participants were administrated two measures at pretest, post-test and follow-up test: the Prosocial Moral Dilemmas Reasoning Story Interview and Help Situational Test Inventory for Children. The experimental group, compared to the alternative treatment group had significant greater gains in prosocial moral reasoning and help behavior from pretest to posttest and to follow-up. However, the experimental group, compared to the alternative treatment group had no-significant greater gains in help behavior from pretest to posttest and to follow-up. This study contributes to research on the effects of ”the intervention of prosocial education” towards the elementary children. It has the potential to impact the science and practice of children education and psychology.