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As a growing body of evidence links school success and early mathematical experiences, there is increasing interest in offering young children opportunities to bridge their informal understanding of mathematics with more formal concepts and processes. At the same time, many teachers and caregivers in the early care and education (ECE) field may not be adequately equipped to provide appropriate math-related experiences and instruction to young children age birth through five. The aim of this project, Strengthening the Math-Related Teaching Practices of the Early Care and Education Workforce, has been to identify promising practices and strategies for enhancing the ability of ECE practitioners to promote children’s mathematical understanding and competence. This paper summarizes the perspectives of nationally recognized experts in the field of mathematics and early care and education, and how their work is being used, or could be used, in teacher education and professional development opportunities for practitioners working with children age five and younger. This policy report explores the following issues: (1) The knowledge and competencies that practitioners need in order to teach mathematics to young children; (2) Effective strategies for educating practitioners to support young children’s mathematical development; and (3) The challenges and successes that these experts have experienced in math-related ECE workforce development efforts. A summary of experts’ responses to structured conversations conducted by the research team is followed by recommendations to private funders and policymakers for better equipping the nation’s ECE workforce to engage in teaching practices that promote children’s mathematical competency and school success.