Reflective and impulsive cognitive styles influence children's decision-making, problem-solving, their academic achievement and social interactions. Aim of the study was to assess social skills of preschool children with reflective-impulsive cognitive styles attending nursery school. Subjects & Methods: Research design: A cross-sectional descriptive research design was used. Setting: The study was conducted at two nursery schools in" Diarb Negm" city (the Nile and the Formal Nursery School).Subjects: A purposive sample of 114 children was recruited for the study. Tools of data collection: Three tools were used in this study, An Interviewing Questionnaire, Kansas Reflection-Impulsivity Scale for Preschoolers Form A (KRISP), and Preschool and Kindergarten Behavior Scale Form A (PKBS). Results: Findings revealed that 38.6% of the study sample was impulsive cognitive style and 35.1% were reflective cognitive style. Nearly half of the study sample had deficient social cooperation and social interaction. Children with impulsive cognitive style showed less efficiency of social skills than children with reflective cognitive style. Additionally, statistically significant positive correlation was found between total time and social skills. Conclusion: Social skills among children with impulsive cognitive style were lower than social skills among children with reflective cognitive style with statistically significant difference. Reflective cognitive style and better social skills among females were higher than males with statistically significant difference. Recommendations: Social and behavioral skills training programs to be implemented to preschool children to enhance impulsive cognitive style and poor social skills. Further researches should be developed to address the risk factors of impulsive cognitive style and poor social skills and how to manage them