To get an overview of the characteristics of the studies in mathematics education research that explicitly state that they deal with implementation, we have conducted a systematic review. In this paper, we report on a subset of the identified studies from the review, dealing with large-scale professional development for teachers. For the subset of the 11 identified papers, we ask the question: What designs are used to support teachers to adopt new ideas in their practice and what dimensions of scaling are considered in the studies? To articulate design and dimensions of scaling, we draw on theoretical constructs from both mathematics education research and more general implementation research. Results indicate that the choice of facilitating strategy impacts the dimensions of scaling considered in the implementation.