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The purpose of this study was to investigate how the knowledge and self-efficacy of kindergarten school teachers impact students’ learning outcomes namely Arabic language reading skills. The study was a cross-sectional survey and collected data from 120 kindergarten teachers. The study showed that there is a significant positive relationship between knowledge and self-efficacy, both contributing to better learners’ experience during early learning periods. The null hypothesis of the study was that there was a difference in the teacher’s gender in their ability to create enthusiasm in class. The teacher’s gender difference had an insignificant effect. The study also found that there is still a challenge to effectively teach children with reading difficulties like dyslexia.