Affect and mathematical competence are each multifaceted constructs. Accordingly, the studies in this Special Issue address multiple pathways between the two in young children. This commentary highlights the variability of these pathways and asks how affective variables are specifically related to core mathematical activities such as problem solving. One conclusion is that affective and cognitive variables seem to be related already in young children, but that there is also considerable variation in this relationship. Future studies should address inter-individual differences and use more content-specific measures of affect, to identify factors that cause early negative affect that is specific to mathematics. The studies further suggest that among the sources of children's negative affect towards mathematics are the abstract nature of mathematics as well as the view of mathematics that young children experience in their classrooms. Creating fearless learning environments that allow for failure, and that enable children to make early experiences of success, is an important challenge for early mathematics education.