In this article, the author presents findings from a national project coordinated by the University of Queensland. The project was designed to explore the links between home, school, and community that supported children's numeracy development. Two of the aims of this project were to: (a) critically review recent Australian and international research in this area, with a particular emphasis on the extent to which the needs of educationally disadvantaged students are addressed in current practice and research; and (b) identify, describe, and analyse the current range of home, school, and community partnership practices in Australia that support children's numeracy learning in the one to two years prior to school and in the primary years of schooling.