The present study compared the relative effects of 2 educational programs on kindergarten children. The experimental group took part in a numeracy-specific program, which focused on conceptual knowledge. Children were taught basic numerical skills such as understanding and handling numbers and their relations as well as counting principles. The control group participated in a more general program which involved training in procedural skills. Results revealed significant learning effects in the children who participated in the numeracy program particularly for counting sequences and mental calculation. Since neither group was explicitly trained in mental calculation, our findings suggest that a learning transfer took place in the experimental group. (Contains 2 tables, 3 figures, and 3 notes.)