Mathematical and language skills are related to each other from an early age, but the mechanisms of their relationship are neither well-understood nor well-researched. Because solving arithmetic tasks inevitably includes manipulation of symbols, some researchers believe that solving arithmetic problems inevitably activates phonological processes as well. The goal of this research is to examine the relationship between non-symbolic mathematical skills and phonological skills. The study included 58 six-year-olds all attendees of a regular kindergarten system who will be required to start school the following academic year. Testing materials consist of tasks involving non-symbolic quantity comparison and those elements of the Test for the Assessment of Reading and Writing Prerequisites which examine phonological awareness and rapid naming. The structure of success in non-symbolic assessment tasks, phonological awareness, and rapid naming was analysed. The correlation between results achieved on non-symbolic assessment tasks and phonological awareness tasks, as well as the correlation between success on non-symbolic assessment tasks and success on rapid naming tasks, was also examined. No statistically significant correlation was found between the compared variables. Participants whose performance deviated from the group's average were singled-out, and their results were analysed separately. Although the sample size of the research is small, the results of this study can serve as a basis for further research in this area and encourage the consideration of the benefits that introducing a structured curriculum for reading and mathematical skills in kindergartens might bring.