Sound measurement of teacher self-efficacy and anxiety surrounding data-driven decision making is crucial in both theory-building and efficacy studies, as well as in practical contexts. The present study (N=457) thusly examined the validity of inferences drawn from the Data-Driven Decision-Making Efficacy and Anxiety Inventory (3D-MEA; Dunn et al., 2013) among U.S. pre-service teachers, a population with whom this instrument has never been fully and rigorously validated. Findings indicated a good fit of the hypothesized five-factor confirmatory factor model and reliable 3D-MEA scores in this population. The reported validity and reliability evidence implies that the 3D-MEA, originally intended for in-service teachers, may too be used meaningfully with U.S. preservice teachers.