This study developed a valid self-report survey instrument to reliably identify intrinsic and extrinsic motivators that would engage classroom teachers in continuing professional education activities. Intrinsic and extrinsic motivators were identified from research in the areas of adult learning and professional development. Further qualitative data were collected through a group interview activity with a graduate class. Draft items were sent to a nationwide group of professional staff developers for revision. The revised instrument was pilot tested with 148 teachers. Survey responses were used to statistically analyze instrument validity and reliability. Upon concluding that the instrument was valid and reliable, 149 Pennsylvania school principals were invited to participate in the study. Principals of 32 schools requested 1,795 surveys for distribution to teachers. The survey instrument was field-tested in 20 demographically diverse school districts. Results supported the value of designing continuing professional education with thoughtful inclusion of intrinsic motivators (inviting teachers to assess their own professional needs within the framework of their school's mission and goals). Results found that teachers of all instructional levels and years of experience engaged at the highest level when their ongoing education had direct application to their classroom assignment. (Contains 14 references.) (SM)