Supporting students' engagement in meaningful mathematics discussions can be challenging. It involves, for example, choosing tasks that are worth discussing (e.g., Stein and Lane 1996), negotiating norms for how students engage with one another's ideas (Kazemi and Stipek 2001; Horn 2012), eliciting students' thinking, and pressing students to explain their reasoning in ways that other students can understand (Cobb 1998; Thompson et al. 1994). As such, improving the quality of mathematics discussions is not an easy task and requires ongoing support in planning for and leading discussions as well as analyzing whether students learned through discussions and how teachers' instructional decisions contributed to that learning (Kazemi and Hintz 2014; Smith and Stein 2018). In this article, the authors describe a set of surveys that collect information about students' experiences of small-group and whole-class discussions and that can inform planning for and subsequent analysis of discussions, especially in professional learning settings (e.g., coaching, professional learning communities). First they describe how the survey items provide information about key aspects of discussions that shape students' opportunities to learn. Then they share two cases that highlight how teachers and instructional leaders can use the surveys in professional learning settings to identify and work toward shared goals for improving classroom discussions.