Spatial skills have a central place in humans’ process of adaptation to their environment. Gaining of spatial experiences in the early childhood constitutes the basis for children’s learning experiences in the following periods. Preschool learning environments provide important opportunities to children (games and communication with friends and teachers) with regards to the discovery of space and learning of spatial skills. This study will therefore focus on the impact of the “Spatial Skills Education Program” on the spatial skills of preschool children. Pretest-posttest control group experimental design will be used for measuring the impact of Spatial Skills Education Program on preschool children. The sample group of the study is construed of 31 children (of ages 60-67 months) attending a kindergarten located in the Üsküdar district of Istanbul. The data for the research has been collected by using the Spatial Perception Scale, Bracken Basic Concept Test, and Spatial Ability Form. The experimental group is construed of the goals and gains defined in the 2006 Preschool Education Program of the Ministry of National Education, the goals and gains defined by the researcher so as to fulfill those of the Ministry of National Education, as well as the 12-week-long Spatial Skills Education Program that consists of activities designed to reach these aims and gains. The Spatial Skills Education Program has been conducted for 12 weeks, two days of the week by the researcher (Tuesdays and Thursdays), and two days (Wednesdays and Fridays) by the classroom teacher. Whereas the Preschool Education Program of the Ministry of National Education has been applied on the control group. For all independent variables, the posttest results show meaningful differences in favor of the children in the experimental group. The research results show that the Spatial Skills Education Program has positive impact on the spatial skills of the preschool children.