Mathematics education is a critical part of instruction for students around the globe. The foundation for understanding basic mathematical concepts begins early in life. Preschool classrooms can provide the early skills in mathematical reasoning that will be needed later in life. In this study, the author sought to determine if the use of five-frames would improve math skills in preschool students. The purpose of this quantitative quasi-experimental design was to use five-frames in preschool classrooms and note how these influence the student's mathematical skills, more specifically stable order principle, one-to-one ratio, and ordinality. The population studied included two preschool groups at a local school in Woodbridge, VA. The experimental group incorporated the use of five-frames into their math curriculum and the control group did not. The tool of five-frames did not show a significant difference in mathematical reasoning scores between the two groups; however, simply adding a daily time for math instruction could improve scores. [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.]