The study aimed to investigate (a) the effect of digital games, songs, and flashcards on vocabulary knowledge of Iranian EFL preschool learners and (b) the young learners‟ performance on mid-course tests of vocabulary with different topics. The participants included 350 preschool female learners in Oshnaviyeh, a town in Western Azarbaijan Province and were divided into three tablet, song, and traditional groups. Pre and post-tests of vocabulary and four mid-course tests based, on the learnt vocabularies, were administered during the research. The materials also consisted of a digital game, 16 songs, a structured student book, a workbook, and 60 flashcards. The analysis of the data revealed that there was no significant difference in the vocabulary knowledge of preschool learners who learnt vocabularies via games, songs, and flashcards. The results also showed that there was a significant difference in the three groups‟ mid-course tests with different topics. The findings recommend that using different techniques in the classroom considering learners‟ interest and needs can improve vocabulary knowledge of young learners.