This study aimed to present part of a mathematics programme for preschool age, to examine its efficiency in improving children's mathematical abilities in the area of number, and to investigate its suitability for Saudi practice. Pre- and post-tests, using TEMA-2 for one experimental and two control groups were conducted and quantitatively analysed. Teachers' reflection on their practice was sought through reflection forms and every two weeks discussion, which were qualitatively analysed to spot any practical and cultural considerations. Findings revealed that children's number knowledge in the experimental group has significantly improved compared with those of control groups. Teachers' practices have developed through three phases, representing different levels of experience and confidence. The study emphasised the allowing of flexible practices according to learners' needs, and providing professional support with newly implemented mathematics programmes. Some modifications for culturally related tools such as stories and songs were required. However, further investigation is needed to study these cultural issues. (author abstract)