Research suggests that teaching practice is directly influenced by the beliefs teachers hold Brown, 2005; Cross et al, 2009; Pajares, 1992; Vartuli, 1999. To address this, early childhood teacher beliefs about mathematics and Early Childhood Mathematics Education (ECME) were studied via a survey. The findings show that teachers may not hold as negative a view about ECME as has been previously reported and further, that they seem to be engaging in more ECME in the classroom. However, the results also suggest that today's ECME practice may be counter to current research-based guidelines, in terms of both scope and methods of instruction. Recommendations are made for what preschool teachers can do to optimize ECME in their classroom. (author abstract)