Background: Bullying is complex social phenomenon and inherently inflict harm or distress on targeted preschool children includes, physical, psychological, social, and educational harm. The aim of the present study was to assess role of bullying in predicting social skills among preschool children. Subjects and methods: A cross-sectional descriptive design was used to conduct the present study where 165 children were selected by using a multistage cluster sampling technique from four governmental nursery schools in Zagazig city. Data were collected by using an interview questionnaire sheet composed of three parts: Socio- demographic data, a standardized bullying pictorial scale for kindergarten child, and a standardized social skills pictorial scale. The study results revealed that the prevalence of bullying among preschool children was 33,3% and more common among male children. Also, 70.9% of children had high social skills. Additionally, Female gender, good relations with siblings, father education, mother education, and social skills score were a statistically significant negative predictors of the bullying score. Furthermore, female gender, good relations with siblings, mother age, and live with both parents were a statistically significant positive predictors of children’s social skills score. The study concluded that bullying was a statistically significant negative predictor of children’s social skills. Therefore, it is recommended that behavioral skills training programs to preschool children to prevent and address the risk factors of bullying behavior.