The authors describe the steps used to develop an initial version of the Student-Centered Teachers Beliefs Survey (SC-TBS), as well as a single validity study using a unified latent variable framework. The SC-TBS is proposed as an instrument for teachers to assess the degree to which they believe that they use specified practices that promote student-centered instruction. The goal of this research was to construct a quantitative instrument that is short, easily scored, and readily interpretable. This article examines evidence of validity from item response theory (IRT) and structural equation modeling (SEM) traditions to evaluate the internal structure of the SC-TBS. Although a unidimensional model fit the data, the item factor loadings and discriminations were only moderate in size. Future studies should extend the initial efforts of this study and the limitations of the moderate factor loadings and discriminations, as well as compare the self-report data obtained with the SC-TBS against teacher observations of student-centered practices.