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The purpose of this article is to discuss techniques, training competencies, and subject content knowledge as it applies to delivering interventions to young children experiencing mathematics problems. Implementing interventions is conceptualized as a complex process that needs to consider a variety of factors having an impact on student performance. Using a model to frame these factors, we use the notion of functional awareness to represent a practitioner's knowledge that alterable variables proliferate in schools and can be combined as tools for learning support. Complementing functional awareness is the need for knowledge in the core subject matter of mathematics. Being that instructionally oriented intervention in early mathematics lags behind reading, we cite both specific and policy-related issues comparing the two areas. Finally, we illustrate the importance of core subject matter knowledge in delivering interventions. [ABSTRACT FROM AUTHOR]