Background: Around 800 million young children worldwide have cognitive-developmental limitations due to issues related to biological, environmental, and psychosocial factors. These problems lead to educational challenges, limited skill development, and higher unemployment rates. Therefore, timely interventions addressing the underlying problems in institutional settings are critically important. Objective: The authors created the “Sensorimotor Training Program” (STP) as a critical intervention to develop skills essential for starting school. This experimental study aimed to investigate the impact of the STP in an institutional setting, targeting the specific auditory and visual skills crucial for kindergarten and primary school learning. Methods: The STP comprises 120 training sessions focused on sensorimotor maturation. Seven hundred and seventy-two children aged 5–8 participated in the study, with 704 in the experimental and 68 in the control group, each containing a relatively balanced ratio of boys to girls. The study spanned six to eight months, with three to five weekly sessions. Results: The intervention resulted in significant improvements in sensorimotor development in the experimental compared to the control group [p <.001, effect size (d) =.483; auditory skills r =.605 p <.001, d =.366; visual skills r =.542, p <.001, d =.294]. The intervention group also improved compared to its baseline measurements. Conclusion: These results show that implementing the STP in school settings can improve sensorimotor development, impacting auditory and visual skills in children aged 5–8. These intervention-based improvements are above and beyond biological maturation.