This study examined teachers' beliefs about motivating students to read through the development of a new survey questionnaire. The current investigation reports on initial tests of the scale's reliability and validity. The items for this measure were developed from an engagement perspective to reflect the motivational constructs represented in an established measure of student motivation for reading. Tests of internal consistency revealed that teachers' beliefs about motivating students to read can be reliably measured. In addition, significant relationships were found between teachers' beliefs about motivating their students to read and their teaching self-efficacy, providing initial evidence of the scale's validity. (Contains 4 tables.)