The purpose of this study was to examine the teaching strategies of early childhood development teachers in rural East Africa. Teams of early childhood educators from the United States presented professional development conferences for East African Early Childhood Development teachers during the summers of 2007 and 2008. The conferences introduced early math and literacy teaching strategies considered to be age and academically appropriate for young learners in early childhood classrooms. Through classroom observations and interviews, the study determined if the East African teachers were implementing these strategies in their instruction to children in their preschool classrooms. These studies also determined what strategies are most appropriate for the Early Childhood Development classrooms and align with their educational expectations and culture. This information will ensure that the content of future professional development delivered by visiting teachers from the United States will be more appropriate for the needs of the East African early childhood teachers and, in turn, assist them during their instruction of preschool children. This information will also assist other educators traveling to East Africa to assist in the education of children living in poverty and coping with the effects of the HIV/AIDS pandemic prevalent in this area of East Africa. Ultimately, by improving the pedagogical knowledge of the teachers, the preschool children in these classrooms will experience more success when they enter primary school. [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.]