This study examined attitude variables in relation to kindergarten mathematics. The following research questions were addressed: (1) Will kindergarten children who are taught number concepts using a curriculum based on a numeration learning hierarchy have a significantly more positive attitude towards mathematics than pupils taught number concepts using curriculum not based on this hierarchy; (2) What factors underlie the attitudes toward mathematics in kindergarten children; and (3) Can the attitudes towards mathematics of kindergarten children be measured? An experimental posttest-only design was used. The experimental study involved four instructional weeks using the numeration learning hierarchy curriculum, "Fundamentals Underlying Number," by Wilson and Uprichard. Because no assessment instrument was available, the Kindergarten Mathematics Attitude Instrument (KMAI) was developed. Results indicated significant differences between the attitudes of the experimental and control group. Major conclusions were: (1) It is possible to reliably measure the mathematics attitude of young children using KMAI; (2) Two factors, fear of mathematics and self-affirmation, resulted from data analysis, further substantiating the validity and reliability of the findings; and (3) Kindergarten children taught number concepts using a numeration learning hierarchy curriculum have a significantly more positive attitude towards mathematics than pupils not taught in this manner. (MP)