Mathematics professor Julie Cwikla decided that she needed to investigate young children's understandings and see what precurricular partitioning notions young minds bring to the fraction table. Cwikla realized that only a handful of studies have examined how preschool-age and early elementary school-age students solve fraction problems (Empson 1999, 2003; Hunting and Davis 1991; Miller 1984). Minimal empirical evidence exists as to whether children can comprehend or acquire such fractional concepts before the whole-number bias is ensconced (Ni and Zhou 2005). Her research investigates the following questions: Are preschool kindergarten children capable of understanding fractional quantities; If so, are they best presented in the context of fair sharing problems? Children's naïve understanding of fair sharing and the differences in strategies for solving contextual problems among three-, four-, and five-year-olds before they had any formal instruction were examined. All seven of the fraction items in this study were framed socially, using a snack-sharing context that the children would likely find familiar. Classroom implications of precurricular understanding are outlined.