Abstract: Teaching foreign languages via “flipped" or “inverted" classroom, in which the typical elements of a course are reversed, has been a popular pedagogy recently. The present research study aimed to investigate the effectiveness of the flipped classroom in developing pre-service kindergarten teachers' skills of speaking English as a foreign language (EFL). Also, it sought to find out the effect of this flipped classroom on developing these teachers' program satisfaction. It attempted to add to the research literature of EFL instruction and to establish a model example for the subsequent design and delivery of EFL training programs. Sample for the study included 67 pre-service novice kindergarten teachers who were randomly assigned to the study two research groups: The experimental group (N=32) and the control one (N=35). Data was collected from kindergarten teachers' pre and post grades. The study results showed that there were significant differences between the research two groups as the experimental group participants had better results than the control group. Thus, the flipped classroom mode proved to be effective in developing kindergarten teachers' speaking skills and program satisfaction. The study suggested some other key benefits of the flipped classroom to be studied. Training prospective kindergarten practitioners on implementing the flipped classroom and measuring its effect on learners' motivation were recommended.