The recent researches, some of the teachers have difficulty in managing the classroom. For this reason, it is thought that a significant number of teacher candidates who come to the graduation stage are concerns about classroom management. In this context, it is aimed to develop a valid and reliable measurement tool to determine the opinions of prospective teachers on classroom management concerns. The data of the study were collected from 363 teacher candidates in Malatya Inonu University, who were studying in the last year of the Faculty of Education in the 2018-2019 academic year and who took formation training and volunteered to participate in the research. For validity studies, exploratory and confirmatory factor analyses were carried out, and also item-total correlations and upper-lower mean differences were estimated. For reliability studies, Cronbach Alpha internal consistency coefficient and test-retest correlation coefficients were estimated using the relevant software. Exploratory factor analysis using promax rotation yielded the presence of three components with twenty third items. Factor loadings of the items range between ".449" and ".828". Extracted one factor explained 65.835 % of total variance. After these stages, whether three structures of the scale is appropriate or not was examined by confirmatory factor analysis. Goodness of fit indexes (CMIN=449.78, df=221, RMSEA=0.053, GFI=0.91, AGFI= 0.88, CFI=0.96, NFI=0.93, IFI=0.96, RMR=0.044 )indicated that the construct validity of the scale has been provided. Cronbach Alpha coefficient of the scale was obtained ".960". The analysis of the test-retest scores gathered from 30teacher candidates for three week intervals revealed the score of ".827" indicating the instrument is reliable over time. Findings obtained from the reliability and validity studies showed that validity and reliability of the scale were at a sufficient level.