This paper presents findings of a case study that investigates the effects of using interactive teaching programs on literacy development for preschool children. The significant of this study comes from the lack of studies associated with using interactive teaching programs for preschool children in Saudi Arabia. Data are presented from analyzing children's test scores, teachers' and parents' questionnaires, and classroom observations. The subjects of the study consisted of (38) children in three Kg-3 classrooms in a private preschool center at Jeddah, Saudi Arabia. The results indicated that using interactive teaching programs have effects on increasing word acquisition, oral language, and written words which are components of emergent literacy. According to the study results, the researcher suggests several teaching strategies which may be of assistance to teachers in relation to literacy development for preschool children. Finally, the study recommends undertaking more studies related to using interactive teaching programs for preschool provision in Saudi Arabia. (Contains 4 tables.)