Selecting a large and diverse sample of 5–6-year-old preschool children, we aimed to extend previous findings on variability in children’s home math environment and its association with children’s mathematical skills. We operationalized mathematics in a broader way than in previous studies, by considering not only children’s numerical skills but also their patterning skills as integral components of early mathematical development. We investigated the effects of children’s gender and socioeconomic status on their home math environment, examined the associations between children’s home (...) math environment and their mathematical skills, and verified whether these associations were moderated by children’s gender and/or SES. Parents of 353 children completed a home math environment questionnaire and all children completed measures of their numerical and patterning skills. Results indicated no effect of children’s gender on their home math environment. There was no effect of SES on the performed home math activities, but small SES differences existed in parents’ math-related expectations and their attitudes. We found no evidence for associations between children’s home math environment and their mathematical skills. Furthermore, there were no moderating effects of gender or SES on these associations. One explanation for these findings might relate to the characteristics of the general preschool system in the country of the present study. Future studies should consider the effect of the preschool learning environment because it might explain differences between studies and countries with regard to the home math environment and its association with mathematical skills. (shrink)