This study explores how kindergarten students from a multilingual sample (n=131) representing 23 different languages differ in response to intervention, based on their skill in mathematics and domain general cognitive skills. Analyses for this study indicate significant correlations between initial math skill, phonological memory, working memory, and language proficiency. There was no statistically significant relationship demonstrated between gains in mathematics and phonological memory, working memory, and language proficiency. No moderation effect was found between domain general skills and response to math intervention. Implications of this work will inform development and delivery of math interventions for multilingual students in kindergarten. [This article will be published in "Journal of Numerical Cognition" v10 Article e1163 2024.]