Reading proficiency is a critical skill for preschool children, supporting academic success and lifelong learning. Many Malaysian preschoolers struggle with reading, highlighting the need for effective early literacy interventions. This qualitative study examines the open syllable method’s impact on 5-year-old children in preschools, framed by phonological awareness theory and Vygotsky’s sociocultural theory. Data was collected through semi-structured interviews with teachers and parents, alongside classroom observations. Findings reveal that the syllable method enhances decoding skills, fluency, and learner confidence by segmenting words into consonant-vowel units. Challenges include limited teacher training, short attention spans, and insufficient parental support. Recommendations include structured teacher development, parental workshops, and interactive syllable-based activities. The method aligns with Malaysia’s KSPK curriculum and offers potential to reduce early literacy gaps, emphasizing collaboration among educators, parents, and policymakers to strengthen reading readiness.