Primary mathematics leadership has become a focus for improving the teaching of mathematics within Australian primary schools. Much of the training and support for those in the role have concentrated on content knowledge, rather than leadership training. There are currently no guidelines or standards in place to support the complex and multi-faceted roles and responsibilities of primary mathematics leaders. This paper reports on the initial stage of a research project examining how primary mathematics leadership is conceptualised and experienced. It reports on survey findings regarding teachers and leaders' understanding of primary mathematics leadership.