In this paper we describe stories of mathematics learning in play that are often neglected in this era of schoolification and discussions of what counts as learning in early childhood. Drawing on theories of early childhood teaching and learning that emphasize the importance of teachers' (a) content knowledge, pedagogical content knowledge, and knowledge of children's development, (b) action competencies, and (c) attitudes and beliefs, we explore three stories of child-teacher interaction in play. We found that, despite different political and public perceptions of what counts as learning in three countries, preschool teachers evidenced competencies in similar ways - each illustrating s neglected story of children's mathematical learning.