This article describes the successful stories of the Early Mathematics Education Project at Erikson Institute in Chicago. It intends to address three questions related to the project's work: What is the purpose and scope of the program? How does the program work to enhance the mathematical competence of early childhood teachers? What are the critical factors contributing to the program success? Specific program components and intervention strategies are detailed to help practitioners to examine and replicate the work. (Contains 2 figures and 1 table.)