Preschool children (ages 3, 4, and 5) participating in the Appalachia Preschool Educational Program were studied to determine if mathematical concepts could be effectively taught through a preschool program accessible to rural children. The 34-week program consisted of 3 elements: (1) a daily half-hour television broadcast, (2) weekly home visitations by trained paraprofessionals, and (3) a traveling classroom which provided for weekly group experiences. Data were collected on 121 children from southern West Virginia divided into 4 treatment groups with approximately equal numbers of children of each sex and age level in each group. Group 1 experienced intervention through television broadcasts, home visits, and traveling classroom; group 2, through television broadcasts and home visits; group 3, through television broadcasts only; and group 4 experienced no intervention. The experimental groups performed significantly better than the control group on the following mathematical behaviors: number terms, geometric figures, cardinal number and sets, and matching forms. Behaviors that did not differentiate among the groups were knowledge of age and birth date, cause and effect, classification, positional and spatial terms, and time relationships. It was concluded that the television element was effective only in combination with one or both of the other elements. Recommendations are presented for program revisions, for a follow-up study of the same children, and for application to other rural areas. Appendices include the data-gathering instruments, summary statistical tables, and a list of television broadcasts with mathematical content. (FF)