Teachers' negative experiences can be detrimental to how they teach math because their beliefs about mathematics affect how they see themselves, their instructional practices, and the level of appropriate mathematics activities offered in their classrooms. Research has shown that there are many classrooms where appropriate activities are happening but teachers do not recognize the math involved, and they may not understand how the activities promote algebraic understanding. With some coaching and math training, teachers begin to see that math is everywhere and can start to expand on the activities already occurring in their classrooms to promote algebraic thinking. Elliott (2005) provides five different ways teachers can help children engage in algebra: "pose questions about their world, precisely; look for patterns, continuously; represent structures, symbolically; model relationships, quantitatively; and analyze change, periodically" (p. 104). These five strategies serve as the framework for this article. The authors describe each strategy and how it demonstrates algebraic thinking, tell what early childhood teachers are already doing in their classrooms, and share ideas they might try in order to expand algebraic thinking for their students.