Noting a developmentally inappropriate trend toward earlier instruction in mathematics, a study examined the effects of a systematic, process-based, developmentally appropriate program for the development of number readiness in Indian kindergarten (preschool) children aged 4 and 5. An experimental group of 20 children received the process-based number readiness intervention, while 3 control groups received normal mathematics instruction. Control subjects were: (1) students of similar background at the same school; (2) students of a higher socioeconomic background attending an elite private school; and (3) students of similar background attending a lower quality school. All children were evaluated individually on their number readiness and their number concept knowledge. Results indicated that the experimental group performed better than the control groups on most measures of number readiness and number concept knowledge. (MDM)