Education and specialized training of preschool teachers are associated with young children’s learning and development (Barnett, 2004). Evaluation of the impact .of Early Childhood Education teacher preparation programs and professional development conclude that benefits of high-quality preschool education can only be achieved if teachers are professionally prepared and well-compensated (Barnett, 2004). Research shows that a well-prepared early childhood education teacher brings a warm, safe and conducive environment for learning (NAEYC, 2006). Perceptions of teacher on student-teacher quality and of children’s academic abilities proved to influence academic competence among students (Hughes, Gleason, & Zhang, 2005). In addition, it is important to focus on quality of room practices, child characteristics, teachers’ perceptions of school-related climates and teachers’ perceptions of workload stress (Mantzicopoulos, 2005). It was found that the amount of teacher’s math-related teaching was highly associated to children’s mathematical knowledge (Klibanoff, Levine, Huttenlocher, Vasilyeva, & Hedges, 2006). The attitudes of preschool teachers on early mathematics do not change as they acquired knowledge of preschool teachers (Alinsinanoglu, Guven, & Kesicioglu, 2009). Teachers’ elementary education credentials, years of education and years of experience have complex impact to children’s learning (Connor, Son, Hundman, & Morrison, 2005). All of these issues can essentially be addressed by studying further within the context, knowledge and ability of early educators for early childhood education.