There is clear evidence that early mathematical development sets the foundation for success in later mathematics learning; however, there is little research which considers mathematics education for children under three years of age. This paper provides a snapshot of findings from a national survey of early childhood educators conducted as part of an Australian Research Council "Discovery Early Career Researcher Award" (DECRA) project titled, 'What is mathematics education for babies and toddlers?' The larger project is investigating mathematics education for children under three and interrogating the mathematics education beliefs and practices of the educators who work with these children. This paper presents some preliminary findings from a survey of 506 Australian early years educators to establish a baseline position regarding mathematics education for children under three years of age. Initial analyses offer some promising findings about the state of early childhood mathematics education in Australia. Educators display positive beliefs and self-understandings about mathematics, and utilise a range of everyday activities and resources for mathematics education; all of which are important starting points for high-quality, meaningful mathematics education with our youngest children.