<p>The purpose of this research is to determine the extent to which learning contracts can enhance the decision-making processes of young children in the kindergarten environment within the Irbid area. A qualitative methodology was employed for this research. The Stratified Sampling Method was used to obtain the participants for this research. This research applies Constructivist Learning Theory, which was developed by Jean Piaget between the 1920s and the 1970s. The Thematic Analysis Method was used to develop the outcomes of this research. Research data, past studies, and observations made by kindergarten teachers were thoroughly reviewed to explore the subject matter of this research. The sample consisted of 48 kindergarten teachers from the Irbid area. Results indicated a positive and effective relationship of using learning contracts to enhance young children’s decision-making processes in the kindergarten setting in the Irbid area. Use of learning contracts has increased student participation in classroom decision-making, and students have participated more regularly in group choices. Students have demonstrated an increase in confidence when making selections, such as choosing a game to play or how to approach a task. The usage of learning contracts has contributed to an increase in students taking responsibility for their learning. Over time, they have demonstrated improvement in decision-making skills, articulating their choices, providing explanations for their reasoning, and working collaboratively with peers to arrive at group decisions. It is recommended that teachers of kindergarten in the Irbid district, implement a contract for student learning as part of their daily instruction to further develop students’ decision-making skills.</p>