The present study: (1) describes the development and make-up of a comprehensive semantic differential measure of school related attitudes for young children; (2) presents evidence for the reliability and the discriminant and convergent validities of the measure; and (3) discusses issues pertaining to the measurement of school-related attitudes in the context of instructional theory. The scales comprising the measure were found to have substantially high internal consistencies and produced remarkably high stability coefficients for pupils in grades 3 through 6 over an 8-month period. It is believed that these promising reliability data are attributable, in part at least, to two factors: (1) the combining of semantic differential and Likert scale formats and (2) the provision of standard explanations of selected attitude objects. It is suspected that these factors in combination contributed to a higher degree of interpretive consistency relative to the attitude objects than is typically the case when pupils' school-related attitudes are measured. (Author/PN)