The importance of phonological awareness for the future learning of written language has been widely recognized, but there is still some debate as to whether syllabic, intrasyllabic, and phonemic awareness are independent skills or manifestations of the same general skill. Consequently, the objective of this study was to test the independence of phonological awareness at the syllable, rhyme, and phoneme levels. The study involved the participation of 256 children in their last year of preschool. The children completed 18 phonological awareness tasks. Three models were tested: a one-factor model (phonological awareness), two-factor model (supraphonemic unit awareness and phonemic awareness) and three-factor model (syllabic, intrasyllabic, and phonemic awareness). The results indicated that the three-factor model had the best fit, suggesting the relative independence of syllable, rhyme, and phoneme awareness. These results have important implications for assessing and intervening in sound sensitivity and identification skills in the preschool period.