This paper examines the development of the "Comfortability Scale in Special Education." This 44-item self-evaluation instrument measures special education teachers' perceptions of "comfort" (self-confidence) with their ability to use pertinent knowledge and skills. Each item is rated on a seven-point Likert-like scale. Two studies of special education graduate students (n=54, n=120) were used in the Comfortability Scale development process. Both studies used factor analysis to examine construct validity, and alpha coefficients to examine reliability. The second study produced a nine factor solution, which when analyzed for content as well as factor loadings, resulted in seven subscales. Subscale reliabilities were high enough for individual use. Total instrument reliability was .97. Current studies with graduate and undergraduate students in summer training sessions at the University of Connecticut indicate the scale's potential use as a pretest/posttest to measure attitude change. Comparison to the Rucker-Gable Programming Scale in Special Education results indicate these scales measure different constructs. (BS)