Research indicates a strong relationship between phonological awareness and reading success. Phonemic intervention programs clearly show the benefits of explicitly teaching phonological awareness skills. Phonological awareness skills vary in nature and degree of difficulty and appear to follow a developmental progression. This study examined a developmental hierarchy of four Arabic phonological awareness tasks. The participants were 140 native Arabic speaking students from elementary grades one to three. They were administered four different phonological awareness tasks. One-way ANOVA and multiple comparisons were used to analyze the data of the study. The results revealed differences across phonological awareness tasks among different grade levels. Results of this study indicated that the four phonological awareness tasks ranged from easy to difficult in the following; rhyme, initial sound identification, syllable deletion and phoneme segmentation. Significant differences were found in two tasks, identifying the initial sound of the word in favor of grade two and syllable deletion in favor of grade three. However, there were no significant differences in the grade performances regarding the rhyme oddity task and the phoneme segmentation task. This study supports English language research in the sense that there is a hierarchical order behind phonological awareness development. This means that when phonological awareness tasks are trained, they must follow an order. Phonological awareness skills are complicated and place demand on cognitive processes and, therefore, should not be considered randomly. (Contains 2 tables.)