Abstract Background: Bullying is a complex social phenomenon and inherently inflicts harm, extreme anxiety, sorrow, or pain on victimized preschool children including psychological, physical, social, and educational harm. Aim of the study: The current study aim is to assess the role of bullying in predicting social skills among preschoolers. Subjects and methods: Research design: The current study was conducted employing a descriptive design. Setting: The current study took place at four public nurseries in Zagazig city Subjects: 165 preschoolers were chosen by employing a multistage cluster sampling technique. Tools of data collections: An interview questionnaire was used for gathering the data. The questionnaire sheet is composed of three sections: Socio- demographic data, a standard bullying pictorial scale, and a standard social skills pictorial scale for kindergarten children. Results: Results showed that the prevalence of bullying among preschool children was 33, 3% and more common among male children. Also, 70.9% of the preschoolers demonstrated strong social skills. Additionally, good sibling relationships, female gender, father education, mother education, and social skills score were all statistically significant negative predictors of the bullying score. While, good sibling relationships, female gender, mother age, and living with both parents were all statistically significant positive predictors of social skills score. Conclusion: The study concluded that bullying was a statistically significant negative predictor of preschoolers' social skills. Recommendations: it is strongly advised to introduce behavioral skills training programs to preschool children to prevent and address the risk factors of bullying behavior Key words: Bullying, predicting social skills, and preschool children.