The aim of this research is to investigate the effectiveness of a suggested program based on rhyming centered instruction in developing EFL phonological awareness skills among kindergarten children. The design of the research is pre-post, experimental –control group. The sample of the research consisted of thirty-eight kindergarten children at El-Nahas Primary school, Qalubia Governorate. The sample is divided into a control group that is consisted of twenty children (N=20) and an experimental group that is consisted of eighteen children (N=18). The experimental group children were taught using a rhyming centered instruction program, while the control group did not receive any training. The instruments of the research included an EFL phonological awareness questionnaire and an EFL phonological awareness test prepared by the researcher. The test was applied to the sample of the research before and after implementing the program. Results of the research revealed that there is a statistically significant difference between the mean scores of the control group and experimental group children in the post assessment of EFL phonological awareness skills in favor of the experimental group. Therefore, the EFL phonological awareness skills of the sample were developed as a result of teaching through rhyming centered instruction. This confirmed that rhyming centered instruction is effective in developing the EFL phonological awareness skills among kindergarten children. It was recommended that rhyming centered instruction can be used in developing other language skills such as writing and listening among students at the different educational stages.