As research continues to show the benefits of high-quality early childhood education, it is important to ensure that measures are available to assess the full impacts of these programs for student outcomes. Many achievement measures and observational measures exist, but there is a need for measures of children's experiences at the preschool level. Using data from 1,102 preschool children, we evaluated the reliability and validity of a new measure of children's academic orientations, including their feelings about their teacher, school enjoyment, growth mindset, and perceived academic competence. We gave children a one-on-one 12-item assessment in which they responded to survey questions on a 3-point Likert scale. The psychometric qualities of the scale were evaluated using item factor analysis, invariance testing of the scale across important demographic groups, examination of item thresholds, and correlations of the scales with teacher-reported measures. Overall, the measures adhered to the hypothesized factor structure, were invariant across the diverse demographic groups in the sample, and correlated with teacher-reported outcomes in hypothesized ways. Results from the psychometric analysis are being used to update the scale for the next iteration. (author abstract)