This study aimed to explore the impact of employing a personalized learning approach on the personal competencies of the second-grade students. To achieve the study's aims, the study used the quasi-experimental approach, and the study tool consisted of a personal competencies’ questionnaire that included four domains: cognitive competencies, metacognitive competencies, motivational competencies, and social-emotional competencies. The study sample consisted of (43) male and female students from the second grade at Saad bin Abi Waqas Elementary Mixed School, divided into two groups: a control group consisting of (21) male and female students, and an experimental group consisting of (22) male and female students. The results of the study showed that there were statistically significant differences attributed to the variable of the teaching method in favor of the experimental group. However, it showed no statistically significant differences in the personal competencies averages of the experimental group attributed to the variable of gender, and the presence of statistically significant differences in personal competencies averages of the experimental group attributed to the variable of educational level of parents in favor of the parents with a master's degree or higher. The study recommended employing the personalized learning approach in teaching different educational stages.