This paper presents the model and preliminary results of an investigation into the effects of professional development for teachers in the area of early childhood mathematics. The purpose of this two-year project is to improve the confidence, knowledge, and skills of rural early childhood educators to provide effective and ongoing instruction to establish a solid mathematical foundation for young children. The project focuses on providing high quality professional development which includes ongoing embedded support to a small cohort of early childhood educators in rural early childhood centers. Initial classroom observations were conducted to get a better understanding of the daily structure and routine of the classroom, materials available, and evidence of mathematics instruction. Self-report surveys provided data focused on participant attitudes, confidence, beliefs, and classroom practices. Anecdotal notes from an instructional coach and feedback from participant satisfaction surveys yielded additional data. Comparison of baseline and Phase One data indicated a positive shift in the attitudes, confidence and beliefs of teacher participants and a reported increase in the amount of mathematics instruction presented in the classrooms. There was also a high level of satisfaction with the monthly workshops and instructional coaching along with comments and suggestions for improvement