Data indicate that children with disabilities typically display lower levels of proficiency in mathematics than their nondisabled peers, with this difference remaining stable over time. Although literature exists regarding school-age children, few studies have examined early numeracy skills of preschoolers and child characteristics associated with performance and growth over time. Thus, the purpose of this study is to examine the performance and growth over time of preschool-age children who have a disability and those without a disability to determine whether patterns of performance are evident at this age and how patterns may differ between the two groups. Results from a sample of children enrolled in inclusive preschool classrooms (N = 205) indicated differences in initial performance as well as growth over time across measures of oral counting, quantity discrimination, and one-to-one counting; fewer differences were noted for numeral recognition. Results are discussed in the context of early identification and intervention.