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This article presents a mixed-method study of the innovative “Senso-Math” preschool program and the reactions of both the facilitators, who underwent a special training program, and the preschool teachers in whose classes the program was implemented. The goal of the program is to enhance mathematical development in preschool children through the intervention of trained facilitators who bring the adjunct program into preschools. The results indicate a positive change in the attitudes of the facilitators to their professional calling and, after an adjustment period, a positive attitude overall regarding the facilitators’ contribution to mathematics education in the preschool as evidenced by the significant relationships that developed between the facilitators and the preschool teachers.