This report provides the perspectives of multiple respondent groups -- districts, principals, and math teachers -- on math-focused professional learning (PL) for teachers. The authors explore the factors that district and school leaders consider when selecting math-focused PL. These factors include principal autonomy to select PL; teachers' experiences with math-focused PL, such as the amount of time spent on various PL activities and perceived usefulness of PL activities; and the extent to which principals and math teachers report that math-focused PL is curriculum based. Findings are presented for (1) the respondent groups nationally and (2) principal and teacher responses, for the four largest states -- California, Florida, New York, and Texas. The authors discuss differences in principal and teacher reports by grade bands (i.e., elementary, middle, or high schools) and offer recommendations to district and school leaders as they consider and develop PL opportunities for math teachers.