One key outcome of a recent seminal review of primary mathematics was a renewed emphasis on the Continuing Professional Development (CPD) for teachers of primary mathematics (Williams, 2008). The National Centre for Excellence in the Teaching of Mathematics (NCETM) endorses its importance (Hoyles, 2012), and the current Government emphasises the importance of teacher quality (DfE, 2010). However, a prerequisite for the success of the drive to broaden participation in primary mathematics CPD, is the willingness and commitment of individual teachers to enrol on relevant programmes.This study explores barriers and incentives early career primary teachers experience regarding Masters-level primary mathematics CPD relating to their personal and professional identity. Its focus is the teachers' analyses of their experiences using data that was collected through questionnaires and followed-up by in-depth individual interviews. Findings indicate that teachers' academic identities impact on the uptake of Masters-level primary mathematics CPD and, that their personal identities as working family members can be influential. Implications for practice in both primary schools and higher education institutions (HEIs) providing initial teacher education are discussed.