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The “MTP-Math/Science” curricula specifically target the teaching and learning of children at risk of early school failure, a population for whom achievement gaps in mathematics and science are visible even in Pre-K years. “MTP-Math” is based on Focal Areas defined by the National Council of Teachers of Mathematics (NCTM) (2006) for Pre-K through the 8th grade and developmental trajectories for Mathematics from Pre-K to grade two advanced by Clements (2004), and further focused through a review of state Pre-Kindergarten standards. In the authors’ earlier research with the “MTP” model to support language and literacy (Pianta, Mashburn, Luckner, Myers, & Kilday, 2008), the “MTP” teacher professional development program improved the quality of classroom interactions that Pre-K students experience, which in turn, promoted children’s development of language and literacy skills. In year two of their project, the authors apply the “MTP” model to the design and development of embedded on-line teacher supports emphasizing high quality classroom interactions, high fidelity implementations, and continuing to iteratively evaluate the curricula. Their development focus is: (1) How might individuals best support instructional practice with on-line, embedded teacher supports? They also consider the following research questions: (1) Are classroom quality and curricular fidelity positively correlated with pre/post gains in children’s mathematics learning? … with end-of year scores in science?; and (2) Are there correlations between quality and fidelity? As the amount of teacher exposure to the curricula and embedded math and science concepts increases, do teaching quality and fidelity also increase? The authors implement the “MTP-Math/Science” curricula in eight Pre-K classrooms from a state-wide initiative providing publicly-funded Pre-Kindergarten to children who have one or more risk factors for later school failure (poverty, second language learners, or health or developmental problems). Other data from year two are still being collected and analyzed. The authors will report on the evaluation of their curricula, associated teacher supports, and science assessment development. They will also provide preliminary findings related to classroom quality and curricular fidelity. Finally, they will describe how year-two findings will inform the design of their year-three field trial. (Contains 1 table and 2 figures.)