This study examined psychometric properties of the Motor Skills Rating Scale (MSRS), a questionnaire designed for classroom teachers of children in early elementary school. Items were developed with the guidance of two occupational therapists, and factor structure was examined with an exploratory factor analysis (EFA). The resulting model showed good fit with 19 items that loaded on 3 subscales: Shapes and Letters, Classroom Fine Motor, and Body Awareness. In tests of concurrent criterion validity, each scale was correlated in the expected direction with direct assessments of children's (N = 242) visuospatial processing, sensorimotor functioning, and executive function (EF) obtained using a direct neuropsychological assessment. Children with higher ratings on the Classroom Fine Motor scale of the MSRS also had higher teacher-rated and directly assessed mathematics achievement. Study findings provided preliminary support for the utility and validity of a brief teacher report of elementary children's motor skills. (Contains 2 figures and 4 tables.)