When 7-year-old children pass tools to others, they often fail to reorient them in order to provide beginning state comfort (turning the grip towards the other). The present study investigated if 7-year-old children‘s success in providing beginning state comfort in tool hand-over is influenced by tool structure and social cognition. Specifically, we tested whether the symmetry of an unfamiliar tool could induce differences in performance. Thus, the mere presence of a grip and a functional part in a tool might lead to less flexible grip choices, because habitually children’s grasps tend to be directed at grips. Children handed over novel tools starting from two orientations (grip towards / away from participant). The three tools consisted of rods with either symmetrical (rod) or asymmetrical, compound (rod + appendage) shapes. The shape-to-function mapping was varied: either the rod-part represented the grip and the appendage represented the functional part, or vice versa. Additionally, children completed a Theory of Mind (ToM) scale. We expected that beginning state comfort would be higher for the symmetrical than asymmetrical tools. Furthermore, we expected ToM scores to be related to task performance. An ANOVA with tool (rod / rod+appendage1 / rod + appendage2) and orientation (grip towards / away) as within-subjects factors yielded significant effects of tool (p <.05) and orientation (p<.001). As predicted, beginning state comfort was highest when children acted with the symmetric tool. ToM scores were not correlated with performance. Thus, tool structure seems to influence children’s action planning in a social context.