The aim of this study was to explore the early numeracy of low-performing young children. The mean age of the children was six years and four months. The 511 participants belonged to three groups: multi-language children, children with special educational needs and children with average performance. The results showed that there were significant group differences in early numeracy: the children in the reference group had better relational and counting skills than those with a multi-language background and those with special educational needs. Some differences were found in counting skills between the children with multi-language background and those with special educational needs. Finally, (special) educational support for low-performing children is discussed. (Contains 5 tables and 2 figures.)