While there is a growing emphasis on the use of data in educational decision making and research to select educational interventions, there is still limited research on the attitudes of teachers toward research and even less research on preservice teachers' attitudes. Additionally, there are few quantitative instruments designed to measure teachers' attitudes toward research and no instruments to measure preservice teachers' attitudes toward research. The instruments that do exist are of questionable quality. The purpose of the present study was to develop a measure of preservice teachers' attitudes called the Preservice Teachers' Attitudes Toward Educational Research (P-TATER) scale. [Note: The citation provided on the full text (v2 Fall 2013) is incorrect. This article was published in v23 n2 Fall 2013.]