The development of an instrument to measure creative teaching abilities, the Creative Teaching Dilemma (CTD), involved three phases. The instrument was constructed and refined, and scoring procedures were outlined. The activities comprising the CTD included defining the teaching dilemma, gathering additional facts, identifying and stating the problem, generating solutions, selecting criteria, evaluating alternative solutions, and stating the final solution. The reliability of scoring procedures was measured and one aspect of criterion-related validity was assessed in phase two. A second measure of criterion validity was taken in phase three. The results demonstrated acceptable reliability and validity estimates. After comparing CTD with the Torrance Tests of Creative Thinking Demonstrator Form (TTCTDF), it was concluded that the two instruments measured different aspects of the same abilities. The use of the CTD may provide a broader assessment of teaching performance. The abilities measured by CTD could be enhanced through training in creative problem solving. The instrument was developed to evaluate facets of competency based teacher education programs. (DWH)