Without a doubt, math-related pedagogical content knowledge (PCK), pedagogical beliefs, and emotional attitudes are considered important dimensions of preschool teachers' professional competence. This research, however, documents that they are still understudied. This study focuses on certain aspects of the described dimensions: the sensitivity toward mathematical content in play-based situations, joy and interest in mathematics, the importance of mathematics as an educational area of preschool, and math-related emotional school experiences. The study explores the relationships among these factors with a group of 221 preschool teachers from 29 preschool centers in Germany. Background information, math-related school experiences, emotional attitudes, pedagogical beliefs, and aspects of PCK were obtained through a questionnaire. The findings of this study indicate that preschool teachers show some sensitivity toward mathematical content in play-based situations but do not show negative attitudes toward mathematics in general. Present joy and interest in mathematics are related to the rated relevance of preschool mathematics as an educational area. Their current emotional attitude toward mathematics predicts their sensitivity toward mathematical content. The results underline the importance of emotional aspects as facets of preschool teachers' professional competence. (author abstract)