This paper reports on the theory, design, and calibration of an instrument for measuring gender difference in motivation for learning technology. The content of the instrument was developed based upon the motivational theories of Eccles and others. More specifically, the learners' self-concept of ability, perception of technology, perception of parental beliefs, causal attributions (success and failure), value factors, and gender issues in using technology were investigated. The function of the instrument was evaluated according to the principles of Measurement theory, using a Rasch rating scale measurement model. (Contains 2 tables and 4 figures.)