This review examined a study designed to evaluate whether playing number board games improved numeracy skills of low-income preschoolers. The study included 136 pre-school children from 10 urban Head Start centers: 72 children were randomly selected to play a number board game with a trained experimenter; the remaining 64 children played a different version of the game using colors instead of numbers. Numeracy skills were assessed at the end of a two-week period and again nine weeks later. Study authors reported that children who played the number game had better counting and number identification skills than children who played the color game. Children who played the number game were also better at picking the highest number from a pair of numbers and identifying positions on a number line. The effects persisted nine weeks after the game sessions ended. The review reports that the research described in the study is consistent with What Works Clearinghouse (WWC) evidence standards with reservations. The study was recognized as a well implemented randomized control trial. Cautionary statements regarding results are included. Twelve children from the initial sample of 136 were dropped from the analysis, including four who were assigned to play the number game and eight who were assigned to play the color game. In addition, children who played the number game had higher baseline scores on most outcome measures. Although these differences were not statistically significant, they may contribute to the higher scores reported in the follow-up period for children who played the number game. [The following report was the focus of this "Quick Review": Promoting Broad and Stable Improvements in Low-Income Children's Numerical Knowledge Through Playing Number Board Games. "Child Development," 79(2), 375-394. Geetha B. Ramani and Robert S. Siegler (EJ789398).]