A rural elementary school had specific questions about data that had been collected in relation to their kindergarten class. The kindergarten class had significant achievement gaps in mathematics and the school needed help identifying possible reasons behind this. The literature revealed the importance of preschool on early mathematics achievement and the importance it plays in the ability to conceptualize early mathematics. In this study, using standardized kindergarten achievement test score data, statistical analyses were conducted to examine possible differences between students who attended preschool, and those who did not. Additional analysis looked at students of low socioeconomic status who attended preschool and were compared to students of low socioeconomic status who had not attended preschool. Results indicated that there was a significant difference between students who attended preschool and those who did not in the area of early numeracy. There was also a significant difference between students of low socioeconomic who attended preschool when compared to those who had not attended preschool in the spring. These findings were shared with school officials and suggestions as to the importance of early numeracy competencies for kindergarteners were outlined.