In English, adjectives typically appear in a position where the modifier precedes the noun (e.g., “the blue car,” “three ducks”). Utterances in which the modifier comes after the noun (e.g., ducks, we have three) are far less common. Despite this, recent studies suggest that hearing number words after the groups of objects they describe help children learn the meaning of number words (Ramscar et al., 2011; Gibson et al., 2020). The current study explored how specific features of number books might influence the frequency of number-after-noun utterances during a shared book reading session between parent-child dyads. We hypothesized that number books that vary the category of objects counted across sets (e.g., one puppy, two lambs, three kittens) would encourage the number-after-noun construction. We used data from an existing study in which parent-child dyads (n = 157; child’s Mage = 44 months; 88 girls, 69 boys; 91.72% of parents self-reported as white) were randomly assigned to read two number books. Results revealed that parent-child dyads who read number books that change the referent category across sets use more number-after-noun utterances (e.g., “Oh look, a ball. We have three.”) than those who read books with the same referent category across sets (one puppy, two puppies, three puppies).