As recommended by Osterlind (2006), development of the P-TABS proceeded in three steps. First, an in-depth content review was conducted to determine the relevant topic areas with regard to early childhood and elementary school teacher attitudes and beliefs toward science teaching. Second, a pool of 44 items was created using the content review as a guide. With the permission of Cho and colleagues (J. Kim, personal communication, July 28, 2008), four items from the Early Childhood Teachers’ Attitudes toward Science Teaching Scale (Cho et al., 2003) were added to the pool verbatim because they were deemed appropriate for the new measure. Another 12 items from that scale, as well as two items from the ECEASS (Coulson, 1992), were added to the item pool after they were re-worded to increase clarity and ensure they were relevant to the preschool classroom. An additional 26 items were then created based on the content review. Items were designed to address several aspects of teachers’ attitudes and beliefs toward science teaching: self-efficacy, cognitive aspects (perceived relevance, importance, and difficulty of science teaching), affective aspects (interest, satisfaction, enjoyment, anxiety, or fear regarding science teaching), behavioral aspects (how currently intend to teach science), and contextual aspects (perceived time, resources, and effort needed for science teaching). Three items were created to distinguish among teacher attitudes toward life, earth, and physical sciences because research has shown that teachers tend to have preferences for teaching specific content areas, such as life and earth science over physical science (Harlen and Holroyd, 1997, Westerback, 1984, Yilmaz-Tuzun, 2008). Both positively- and negatively-worded items were generated to reduce the likelihood that teachers’ answers would be skewed toward the positive response options. In the third and final step, each item was reviewed by an expert panel of seven early childhood teachers from a local preschool program. The vast majority of items were considered clear and appropriate for the questionnaire; three items were revised slightly, and nine were deleted: either the expert panel of teachers considered them unclear or the item content was redundant with another item already in the scale. The final version of the P-TABS had 35 items, 11 negatively-worded. All items were rated on a five-point Likert scale ranging from “strongly disagree” to “strongly agree.” See the Appendix for the final version of the P-TABS questionnaire. (author abstract)