The purpose of this study was to develop and gather initial psychometric information on the Self-Regulated Learning Inventory for Teachers (SRLIT). The SRLIT is a self-report scale with 23 items measuring primary school teachers' realisations of self-regulated learning (SRL) practices. Information regarding the instrument's factor structure, validity and internal consistency was gathered using a sample of 399 primary school teachers. Maximum likelihood exploratory factor analysis of the SRLIT yielded a three-factor structure highly consistent with the theoretical assumption of an underlying multidimensional structure in self-regulated learning processes: (a) SRL forethought, (b) SRL performance control, and (c) SRL self-reflection. Internal consistency for the overall SRLIT was high (alpha = 0.91), with the subscales ranging from 0.78 to 0.88. Furthermore, a Rasch measurement model examining teacher responses showed an excellent fit for the 23 items to the unidimensional continuum model. Finally, SRLIT scores correlated strongly with teachers' self-descriptions of SRL occurrence in their classrooms. In conclusion the SRLIT appears to be a useful instrument for examining teacher environments promoting self-regulated learning practices in primary school settings. The implications of the results and potential paths for future research are considered.