Teachers today facilitate children's development of proficiency with numerical skills and concepts. However, recent research indicates that many students nationwide have failed to obtain the necessary mathematics skills needed to be successful academically. These elementary mathematical skills are built on a firm foundation of number sense development, which typically develops during the ages of birth to six years of age. There is little research that examines the development of number sense and parental influence within the home before a child enters formal schooling. This research concentrated on the problem of the limited amount of research devoted to the Amish community and the development of number sense. The Amish are an English Language Learner (ELL) subpopulation, but they are not included in many educational research studies. The focal point of this research study was to explore the relationship of early childhood number sense development and parental involvement within a bilingual population, the Amish community. In order to explore the possible elements and connections, the approach chosen was narrative inquiry research. In using a narrative inquiry approach, I investigated the telling of an Amish family's story through the Bishop, his wife, and their daughter's conversations; the view points of three parents and the community leader about early childhood number sense development; observation of a one-room Amish classroom; and member checking through follow-up conversations with an Amish school teacher and Amish research experts. The results from the data analysis of this narrative study yielded three themes that emerged from the research: living in the present, counting, and crawling prior to walking. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]