This study investigated the relations of young children`s math literacy experiences at home, their disposition toward mathematics, and math ability. Four-hundred eighty mothers of 3- to 6- year-old children completed questionnaires about their home math literacy environment and ninety-nine children were assessed on their disposition toward mathematics and mathematics ability. Results showed that differences in home math literacy environment were associated with child`s age, mother`s educational level, and regular math class attendance. The child`s disposition toward math was positively associated with the home math literacy environment, but not math ability. These findings suggest that disposition toward math may be related to play materials & space and math play－like games while math ability may be related to parental involvement and supports rather than math learning activities.