This study was part of a larger regional study of induction-year agricultural education teachers in three Western states. Studies have purported that attitude toward teaching is important for understanding and helping induction-year teachers. Thus, developing an instrument to assess induction-year agricultural education teachers' attitudes toward their job aligns with the National Research Agenda for Agricultural Education (Doerfert, 2011); specifically, "Define the characteristics of effective agricultural education programs and teachers and the means to correctly access the current state of these characteristics" (p. 10). Moir (1999) theorized that induction-year teachers experience Anticipation, Survival, Disillusionment, Rejuvenation, and Reflection, which provided the basis for initial instrument development. Induction-year agricultural education teachers employed in three Western states were randomly assigned to three of six repeated measures during the 2011-2012 academic year, which yielded 375 useable responses. Based on the useable responses, Principal Component Analysis (PCA) with varimax rotation resulted in nine constructs: Professional Efficacy, Balanced Reflection, Professional Commitment, Professional Confidence, Anticipated Change, Work-Life Balance, Strategic Renewal, Problem Solving, and Professional Resolve.