Executive function (EF) skills are consistently associated with global mathematics assessments. However, less is known about which specific mathematics skills invoke EF in early childhood. We adapted batteries of EF, numerical, and patterning tasks to be conducted via synchronous video conferencing with typically developing 4-year-old children (N = 115, 56.6% female, 85.2% White, non-Hispanic, 7.8% Multiracial, 0.9% Hispanic, 0.9% Black, 1.7% American Indian/Alaska Native, 2.6% Asian and 0.9% missing) from primarily upper middle class households (maternal education range: some college to graduate or professional degree, mode = graduate or professional degree) in the United States. We found feasibility of remote adaptation varied greatly by task. Just over half of enrolled children (57.02%) completed all tasks and there were higher rates of missingness compared to an in-person sample with a similar age range collected in schools. Nonetheless, working memory predicted various mathematics skills, including patterning, verbal counting, and number comparison, controlling for age and maternal education. Relations between cognitive flexibility and patterning varied across model specifications. Overall, these findings provide insight into the costs and benefits of remotely administered direct assessments of EF and mathematics in early childhood and add to the growing body of literature suggesting working memory plays an important role in several foundational early mathematics skills. Suggestions are offered for remote assessment with preschoolers.