Caring relationships between students and teachers in schools are essential to social, emotional, and cognitive development, but quantitative measures of these relationships have been limited by inadequate or incomplete articulation of underlying theoretical frameworks. The purpose of this study was to develop a theoretically strong and psychometrically sound survey instrument to investigate student-teacher caring relationship in educational settings. This article describes the development of a new instrument, the Caring Relationship Survey-Student and Teacher Versions, based on Nel Noddings's conception of care. The survey items assess different aspects of Noddings's conceptual framework, with four sub-constructs of care: Engrossment, Motivational Displacement, Reciprocity, and Attribution of Best Motive Consonant with Reality. Item development included expert reviews and cognitive interviews with teachers and students. Survey responses were then obtained from 772 students and 629 teachers. The full sample was randomly divided in half for sequential exploratory and confirmatory factor analyses (EFA and CFA). EFA with the first subsample informed refinement of item composites, and then CFA with the second subsample compared four hypothesized measurement models. Consistent with Noddings's perspective, results confirm multiple dimensions of both students' and teachers' perspectives on care but with one more dimension of care than theorized by Noddings. The estimated Cronbach's alphas range between .68-.83 for the five sub-constructs. Further studies of the instrument using more geographically and culturally diverse samples will inform understanding of the instrument's external validity.