© 2020 Elsevier LtdNot much is known about mathematics teachers’ values, and no assessment tool is available for measuring these to get more insight into their perspectives. The goals of this study are to construct the Mathematics Teachers’ Values Questionnaire (MTVQ) and to determine mathematics teachers’ values about teaching mathematics using the MTVQ. In order to do this, data have been gathered for exploratory factor analysis (n = 637) and confirmatory factor analysis (n = 573) while developing the instrument, and a proportional stratified random sample has been formed consisting of 2226 Turkish middle and high school mathematics teachers working at schools that provide more religious education than other middle and high schools. Five components have been extracted: relevance (C1), practice (C2), information and communications technology (ICT; C3), teaching approach (C4), and consolidating (C5). One result of the study reveals the mathematics teachers emphasize the least ICT value and the most consolidating value.