The purpose of this study is to examine the experiences and preferences of preschool teachers in Mathematics, and analyze how they apply their visualization of Mathematics in preschool. The study aims to examine how the teachers' own perceptions form their mathematical subjectivity and mathematical skills. Data collection was done through interviews. Six preschool teachers from two different preschools participated in the survey. The teachers spoke about their own mathematical experiences in school and talked about their experiences in working with preschool children. The results show that the participants have a positive attitude towards preschool mathematics. It also shows how their mathematical subjectivity changed over time due to increased knowledge and experiences that they create through working with children. Before the curriculum was introduced in 1998, the preschool teachers' understanding of mathematics comprise only of children learning to count. With the new curriculum, the preschool teachers were able to have the opportunity to develop their understanding about preschool mathematics. The participants in this study did. All six preschool teachers in this study showed that they have a mathematical awareness with a varying degree in competence development depending on the individual's interests, commitment and experiences.