This study investigates how and to what extent preservice and inservice early childhood educators are being prepared to develop mathematics skills and processes in young children, age birth to five, in one southeastern state in the United States. Utilizing a multi-phase mixed methods study and a follow-up survey central to the research question, findings from this study indicate that professional development in mathematics is inadequate. Few of the professional development opportunities focus on specific mathematical content areas or address the Common Core State Standards in Mathematics. In addition, the majority of the professional development opportunities are short, hourly sessions with little to no follow-up. Implications of the results and suggestions for future research are discussed. (author abstract)