Preschoolers can learn mathematics from opportunities throughout their day, such as through play and storybook readings (Clements & Sarama, 2007; Green et al., 2018; Hassinger-Das et al., 2018). In fact, the early years are an advantageous time to introduce children to formal mathematical operations, as preschoolers often have a spontaneous interest in mathematics (Seo & Ginsburg, 2004). If children are actively engaged in meaningful and enjoyable mathematics activities, they will likely continue to engage in mathematics in later years (Watts et al., 2014). To promote mathematical skills in a preschool classroom, teachers can structure the environment to allow for natural mathematics opportunities (National Association for the Education of Young Children [NAEYC] & National Council of Teachers of Mathematics [NCTM], 2002). The purpose of this article is to describe a technique that teachers can use to integrate mathematics and children's literature for young children with disabilities.