Research and practice that builds on family strengths is uniquely positioned to support children's math learning in ecologically valid and culturally meaningful ways. Yet, there is little specificity as to what it means to take a strengths-based approach in early math research. We propose a conceptual framework for studying early math from a strengths perspective, as an extension of sociocultural theory and family funds of knowledge. We propose four construct domains critical to the study of strengths (family knowledge/skills, family routines, family interests, community knowledge) and two methodological considerations (participatory design, adaptability of resources). To demonstrate the framework as a tool for organizing cumulative knowledge, we classify exemplar strengths-based studies of early math (n = 11) according to the construct domains and methodology considerations. Our aims are to improve the specificity with which strengths-based perspectives in early math are operationalized and to provide a framework for evaluating literature and guiding future studies.