The puspose of this study was to develop systematic teaching methods for the learning of number words as well as to examine the effects of the methods on children`s number concepts. Four classrooms of the public kindergarten in Kwangju were involved and two classrooms were randomly assigned to two experimental groups-Separate Teaching(ST) group and Combined Teaching(CT) group. Forty-five children from the ST group and 44 children from the CT group were randomly selected. ST treatment was consisted of the separate teaching of tradition number words and Chinese number words and the teaching of number conversion between them. CT treatment was consisted of the simultaneous teaching of two number systems and the teaching of number conversion between them. Children`s Readiness Test and Number Concept Test for the effects of treatments were individually given by interviewers. The data were ananlyzed by MANOVA using SPSS PC^+ Program. The results from the study indicate that (1) after the teaching of number words, there are no differences between two treatments but after the teaching of number conversion, the CT treatment is more effective than ST treatment, (2) age differences are shown after the teaching of number words but are disappeared after the teaching number conversion, and (3) gender differences are not shown in any conditions.