The purpose of this quantitative study was to develop and test an accessible and interpretable survey instrument intended to measure pre-service teachers' Technological Pedagogical Content Knowledge (TPACK). The "Survey of Teaching Knowledge with Curriculum-Based Technology" was developed and administered to 124 pre-service teachers within the context of a required educational technology course taught at a large, Mid-Atlantic University. Survey data were analyzed using exploratory factor analysis (EFA). Results revealed evidence of two discrete domains: "Knowledge of Technology" and "Knowledge of Teaching with Curriculum-Based Technology". The findings of this work provide support for a view of TPACK as distinct knowledge construct that can be developed and assessed apart from other knowledge domains. Findings have implications for researchers, educators, and teacher preparation programs.