We report findings that describe how a published mathematics professional learning (PL) program can contribute to building the capacity of school- and district-based mathematics teacher educators to scale up PL on making high-quality instruction accessible to all students. Twelve local facilitators were trained in the use of the program and implemented it over the course of two years. Drawing on survey and observation data, we report descriptive findings regarding facilitators’ implementation of the program and its contributions to their learning. With support, local facilitators were able to implement the program with high fidelity, and program use contributed to their PL. Facilitators who varied in content specialization (mathematics vs. special education/English language learners) and role (staff developers vs. teacher leaders) benefitted differently from the PL they received. These findings have implications for preparing and supporting local facilitators and future research.