This paper builds on results from a previous phenomenological study examining characteristics of influential facilitators of elementary mathematics professional development. The current study utilized a survey design where results from the qualitative investigation were quantitized to develop an instrument that allowed participants to identify qualities of facilitators that are necessary to motivate teachers to be engaged in professional development sessions related to mathematics at the elementary level. This paper describes the instrument development process and results when implemented to a sample of teachers in the USA (n = 565). Findings from this research indicate that participants share the same perceptions of what it means to be an influential facilitator as participants from the phenomenological investigation of facilitator characteristics.