Teachers and parents often use trade books to introduce or reinforce mathematics concepts. To date, an analysis of the early numeracy content of trade books has not been conducted. Consequently, this study evaluated the properties of numbers and counting within trade books. We coded 160 trade books targeted at establishing early numeracy skill in children to determine the numbers included; the representations of number presented; and how books used representations of number to inform children about numbers, including counting. The main findings included limited opportunity to learn the number 0 and numbers beyond 10 as well as limited exposure to multiple representations of number deemed necessary to build strong number understanding and counting skills. Practice or Policy: We discuss practical implications for the selection and use of trade books about number with young children. (author abstract)