A reliable instrument was developed to assess the value orientations of individuals toward four basic epistemological dimensions concerning the perceived nature of knowledge, the learner and learning activity, and the purpose of schooling. Earlier research has shown these four dimensions discriminate between curriculum materials and instructional roles designed for traditional or process education approaches to instruction. The study reports the development of the instrument and its preliminary use with various groups in determining their predispositions toward using specific educational curricular innovations. The instrument is seen as having utility in matching curriculum innovations to client group needs and values. (Author)