A number of beliefs have been identified as being important in determining whether mathematics instruction is implemented in early childhood classrooms. These beliefs generally fall into the following categories: (a) age-appropriateness of mathematics instruction, (b) classroom locus of the generation of mathematical knowledge (i.e. teacher vs child), (c) socio-emotional versus academic (specifically mathematics) development as primary goals of preschool education, and (d) teacher confidence in mathematics instruction. In the following sections, I will discuss each of these belief dimensions that affect how and whether mathematics instruction occurs in the classroom.