Interactions between teachers and students contribute to the quality of the classroom setting and growing evidence that the affective undertone of these interactions matters when considering outcomes for both the students and the teachers they serve. Although numerous measures of teacher-student interactions exist, relying on self-report or classroom observation methodologies, few target the affective expression and reception of interactions directly. Those scales that do measure the classroom emotional climate rely on labor intensive methods of classroom observation. The present article details the piloting and psychometric validation a new self-report measure, the "Emotion-Focused Interactions (EFI) Scale." We report that the EFI is reliable as a 1 factor measure, with strong positive loadings and adequate internal consistency. Confirmatory factor analysis rendered the EFI valid, and although the EFI did not prove to be a valid predictor in this data, test-retest reliability was adequate and concurrent validity was significant but modest. Results suggest the "Emotion-Focused Interactions Scale" has good psychometric properties as a single factor measure of affective exchanges among teachers and students. Implications for use and further study are discussed. [For a related article, see EJ1208992.]