In this commentary, John Woodward observes that, when judged collectively, the pre-K to Grade 4 research in this special section not only exemplifies the effects of the Institute of Education Sciences' emphasis on large-scale empirical studies over the last decade, but it also demonstrates how the field of special education has moved away from a prior agenda that focused on early identification students who might be at risk for failure in mathematics to interventions such as the ones described here. The works reflects a new phase of early childhood special education research in mathematics, and one cannot help but be impressed with the challenges any group of researchers face in conducting large-scale, multisite studies. Much of what is said throughout this commentary either amplifies the contrast between the history of special education intervention research and the broader early childhood mathematics education community, or the comments merely suggest what might be logical next steps in the individual research agendas. On the whole, these studies are important first steps in what is clearly a nascent field for special educators. As stated in the beginning, RCT research is riddled with theoretical and practical challenges at each turn.