In this paper, we present results from an inquiry into how basic number meaning can be taught in preschool through a game. The game was designed in collaboration between preschool teachers from three preschools and researchers in accordance with both theoretical and empirically founded principles. Based on video observations of teacher and child interaction (27 toddlers, 179 video recordings) when playing the game, we elaborate on how the meaning of numbers is made possible to discern and what needs to be differentiated in order to make the meaning of numbers discernible. Results show that non-numerical features play a bridging role for using the game to teach the meaning of numbers.