The Family and Provider/Teacher Relationship Quality (FPTRQ) project began in 2010 to measure the quality of relationships between families and the providers/teachers who care for their young children. The FPTRQ project included a multi-step process for developing these measures, including a literature review, measures review, focus groups, cognitive interviews, interviews with members of a Technical Work Group (TWG), a pilot study, and a field study. One of the goals of the FPTRQ project was to develop items that assess providers'/teachers' cultural sensitivity towards families. This brief summarizes the process that we underwent to develop items to assess cultural sensitivity throughout the FPTRQ project. We show which items were effective and which were not in assessing cultural sensitivity. This brief is intended to help researchers think about how to measure cultural sensitivity, particularly in early care and education settings and with diverse populations. (author abstract)