The study aims to have a better understanding on the parental scaffolding in mathematics homework among preschoolers in the Malaysian context. This is achieved by exploring to what extent Malaysian parents provide scaffolding to their preschoolers in mathematics homework interactions. Investigations about the strategies employed by the parents during scaffolding and non-scaffolding interactions were carried out. Three mothers, with different parenting styles and education levels, and their preschoolers were observed and interviewed. In general, the occurrences of contingency, fading and transfer of responsibility were found to be scarce. Diagnostic and intervention strategies were also analysed and discussed.