Most students with Asperger's syndrome are taught in general education classes by teachers who do not have special education training and it is the usually the administrator's responsibility to determine which general education teacher will teach a child with Asperger's syndrome. It is likely that most such decisions rely heavily on the administrator's professional judgment. The intent of this study was to determine if an instrument could be developed that would differentiate teachers across personality traits, identified in literature, that indicate a teacher is suited to teach a student with Asperger's syndrome. An instrument was developed that has a high level of content validity, criterion-related observer reliability, inter-observer reliability, and a high level of ease of use that will provide administrators a tool that will direct teacher assignment decisions for students with Asperger's syndrome into a more research-based, analytical approach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]