Abstract The aim of this research is to investigate the effectiveness of a rhyming centered instruction in developing EFL phonological awareness skills among first year primary stage pupils. The design of the research is pre-post, control group. The sample of the research consisted of thirty-eight pupils enrolled in first year at El-Nahas Primary school, Qalubia Governorate. The sample was divided into a control group that consisted of twenty pupils (N=20) and an experimental group that consisted of eighteen pupils (N=18). The experimental group pupils were taught using a rhyming centered instruction program, while the control group did not receive any training. The instrument of the research included 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 pupils and those of the experimental group pupils 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 confirms that rhyming centered instruction is effective in developing the EFL phonological awareness skills among first year primary stage pupils. 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.