This article examined the impact of a math-intensive summer academy for rising kindergartners (N = 17) enrolled in an elementary school with low socioeconomic populations. The program was designed to support student understanding of early number concepts. The research plan included the administration of the Texas Early Mathematics Inventory: Progress Monitoring (TEMI-PM), the validated assessment instrument that accompanies the research-based curriculum used in the summer academy. Participants showed statistically significant growth in the areas of magnitude comparison, number identification, and total score. Additionally, at the beginning and ending of the next school year, participants outperformed their peers in all areas measured by the TEMI-PM. Findings have implications for early number sense intervention strategies, including addressing summer learning loss.