The present study developed and validated a self-regulated learning (SRL) teaching scale with a total sample of 966 preschool teachers. A pool of items was generated from literature reviews, teacher interviews, and expert reviews using Zimmerman's cyclical model of SRL. An exploratory factor analysis (N = 333) in study 1, and a confirmatory factor analysis (N = 334), discriminant, and convergent validity (N = 667) in study 2 were performed to support a six-factor construct, including task analysis, self-motivation beliefs, self-control, self-observation, self-judgement, and self-reaction, with a satisfactory fit. In study 3, the T-SRL was found significantly correlated with teacher self-efficacy, validating the scale's concurrent validity with another sample of 299 teachers. Overall, the findings collectively support the further development of the T-SRL to assess teaching practice while emphasizing the need for more empirical research on promoting children's SRL.