This study concentrates on the development and estimation of measurement properties of the College Academic Self-Efficacy Scale (CASES). Three university faculties in education and psychology developed a pool of routine, frequent academic behaviors of college students. The pool was examined by seven graduate teaching assistants and trimmed and reworded based on their suggestions, before being rated by 93 undergraduate educational psychology students. A 33-item assortment without hierarchical arrangement resulted. A five-point Likert-type instruction was appended. For reliability estimation, the scale was administered twice over an eight-week period to another group of 88 educational psychology students. Concurrent validities were estimated with two different criteria, and factorial validity was estimated via exploratory principal factor analysis. Finally, a new sample was asked to estimate the difficulty of performing each of the behaviors listed in the scale. Results indicate that the preliminary measurement properties of the CASES are encouraging. Additional validity studies are recommended. (TJH)