The purpose of this study was to the effectiveness of Direct Instruction (DI) flashcards and tangible reinforcement were effective for teaching a student in a special education preschool program to identify numbers. After several sessions of teaching number recognition with DI flashcards the participant showed a lack of progress. The first author reduced the set size and time per session in hopes of improving performance. After several sessions with the reduced set size and time there was no significant increase in performance so an alternative intervention, DI discrimination and match to sample method, was selected to teach number recognition. Another purpose of this study was to find out if the change in intervention to DI discrimination and the match to sample method paired with tangible reinforcement was successful in teaching the student to recognize numbers. A multiple baseline across number sets was used. The study was conducted in a self-contained special education preschool classroom in a public school located in the Pacific Northwest. Improvement was seen with the implementation of DI discrimination and the match to sample method. This study suggests that the use of DI discrimination and a match to sample method was effective at teaching preschool aged students to identify numbers.