A rating scale was designed to measure college classroom climate in Primary Teacher Training Colleges in Spain, as well as to describe and compare college classroom environments. Data were gathered from 33 classes of students training to be public or private primary school teachers at colleges in Sevilla and Huelva. Participant observation and interviews were used to generate 688 statements reflecting students' perceptions of the educational climate. Based on the research literature and judgments categorizing the statements, 14 dimensions were then defined. Further pretesting, factor analysis, cluster analysis, and judgments by faculty and students resulted in the 49-items Inventory of University Classroom Environment (IUCE), containing seven dimensions; cohesiveness, satisfaction, personalization, task orientation, innovation, evaluation, and classroom management. Both an idealized and a real version were developed. Internal consistency reliability estimates were acceptable for each subscale, ranging from .7768 to .8349. Intercorrelations, analysis of variance between the classrooms, and stepwise discriminant analysis were also performed. It was concluded that the instrument's validity was supported with respect to test reliability, discriminant validity, and ability to differentiate between classrooms and among students. These results could be used to improve teacher training (The IUCE is appended). (GDC)