Many children who have attended Georgia's prekindergarten programs are unprepared to enter kindergarten and learn a standards-based mathematics curriculum. In addition, a majority of prekindergarten programs in Georgia struggle to provide high quality mathematics instructional support for children. One such program is a childcare center located in rural, southeast Georgia. The purpose of this study was to examine the effectiveness of Big Math for Little Kids (BMLK) on preschool children's mathematical abilities. Vygotsky's sociocultural theory guided this study. The research questions investigated the effects of BMLK on the early numeracy skills of children. A quantitative, ex post facto design was employed. Archival data from 87 prekindergarten students' pretest and posttest scores on the Test of Mathematics Ability-3 (TEMA-3) were analyzed using an analysis of covariance. Findings indicated that there was a significant difference in the posttest scores of children who received BMLK as compared to children who did not receive BMLK. Findings also indicated that there was a significant difference in the posttest scores of economically disadvantaged children as compared to children who were not identified as economically disadvantaged. Results suggest that implementing a prekindergarten mathematics intervention positively affects children's mathematical abilities. The results from this study can be used by childcare providers and teachers to inform instructional practices. This study contributes to social change by identifying a mathematics intervention that can improve the mathematical abilities of children, thus helping children become mathematically prepared for formal schooling and later academic success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]