The study aims at proposing a quantitative instrument tailored to measure the level of mathematics motivation and self-concept of students in mathematics courses at academic institutions of higher education. The significance of this study stems from its endeavour to measure mathematics motivation and self-concept of students in courses of mathematics at academic institutions of higher education which ultimately contributes to the success of students, academic institutions and societies. A quantitative research methodology has been employed in this study in which a 55-item survey instrument has been tailored and piloted. The results of factor analysis indicate that the instrument's items loaded into mathematics motivational factors and mathematics self-concept factors. The cumulative percentage explained by mathematics motivational factors is 55.3% and the cumulative percentage explained by mathematics self-concept factors is 53.2%. The factors of mathematics motivation and mathematics self-concept explain the majority of variance in the dataset. The findings of validity and reliability tests show that 35 items measure mathematics motivation through four subscales which include importance and necessity of mathematics; perception of success in mathematics; enjoyment of mathematics; and expectations of future career and income. The other 20 items measure mathematics self-concept through two subscales which include cognitive mathematics self-concept and affective mathematics self-concept.