This paper reports on the development of a survey tool to investigate how programming and computational thinking (PCT) is implemented in Denmark, Sweden, and England. The survey is targeted at mathematics teachers and aims to understand their enactment of PCT in their field and their perceived attributes of the innovation. Developing this kind of survey is difficult as implementation strategies differ significantly. This paper argues that one way to build a foundation for comparison is to inform its focus by utilizing 1) implementation theory and 2) innovation-specific theory.