Abstract: The current research aimed at investigating the effect of a Proposed Strategy based on Argumentative Inquiry Model and Numbered Heads Strategy to Develop Social Intelligence Enhance Conceptual Comprehension of the Faculty of Education Prospective Teachers. The research adopted the descriptive design to survey the related literature, and the quasi-experimental designto survey the effect of the strategy. To collect data, two instruments were used: a social intelligence scale and a conceptual comprehension test. The participants were (90) fourth year prospective teachers. They were divided into two groups: experimental group (45) and control group (45). The results of the research revealed that: (1) there were statistically significant differences at the level of (0.01) between the mean scores of the experimental group in the pre and post administrations of the social intelligence scaleas a whole and in its sub-dimensions favoring the post-administration. (2) there were statistically significant differences at the level of (0.01) between the mean scores of the experimental group and the control one in the post administration of the social intelligence scale as a whole and in its sub-dimensions favoring the experimental group. (3) there were statistically significant differences at the level of (0.01) between the mean scores of the experimental group in the pre and post administrations of the conceptual comprehension testas a whole and in its sub-skills favoring the post-administration. (4) there were statistically significant differences at the level of (0.01) between the mean scores of the experimental group and the control one in the post administration of the conceptual comprehension test as a whole and in its sub-skills favoring the experimental group. (5) there was a strong positive relationship between the mean scores of the experimental group in the post administrations of the social intelligence scale and the conceptual comprehension test.