This study aimed to examine the degree to which early childhood teachers in the Arab community of the Northern Triangle region in the Palestinian interior practice digital education skills, and to analyze differences based on teaching experience and academic qualifications. A descriptive-analytical approach was used to realistically assess and interpret the educational phenomena. Data was collected using a questionnaire developed from theoretical literature and previous relevant studies. The questionnaire covered domains such as digital planning, implementing technology-supported educational activities, and using digital media in learning environments. The study population included 486 kindergarten teachers in the Northern Triangle area of Haifa District, from which a purposive sample of 70 teachers was selected. Results showed that teachers’ digital skills ranged from moderate to high. Teachers demonstrated strong skills in basic computer use and digital file preparation, while gaps were apparent in specialized areas like educational software design and creative technology integration. Furthermore, no significant differences were found in digital skills related to academic qualifications. However, statistically significant differences favored less experienced teachers. The study recommends specialized training programs, enhanced digital infrastructure, and ongoing pedagogical and technical support to improve teachers’ digital competencies.