This research aims to investigate students’ learning behaviors in mathematics for early childhood classroom using RCA technique. Samples used in this study were obtained by purposive sampling. Samples used in this study were 36 of fourth–year undergraduate students who enrolled in Mathematics for early childhood course in the first semester of the 2012 academic year obtained by purposive sampling. RCA technique consists of three stages which are Relationship (R), Cyclic (C) and Assessment (A). Research instruments used were lesson plans, observation form of students’ learning behaviors and tests. Percentage, mean, standard deviation and t–Test were employed to analyze data. The results of this study indicated that individual students’ learning behaviors were better after using RCA technique. The score of learning behaviors of discipline, seeking knowledge and open–mindedness were found statistically significant difference at the .05 level. Students were satisfied with the use of RCA technique in the classroom. In addition, students had positive opinions about the RCA technique because it is a child–oriented approach which encouraged students to better participate in learning activities, made the learning activities more exciting and interesting. Furthermore, it made the classroom environment different and more effective than the traditional one. This technique can be used in the future classroom and also in further research.