Producing high quality early childhood education environments has been of concern in recent years. Although research supports the positive effects of high quality early childhood education, there is minimal consensus on the best method of measuring the construct of quality (Cassidy, Hestenes, Hedge, & Mims, 2005). Several rating scales exist that measure the environmental quality of early childhood settings. However, such scales highly measure structured learning practices and minimally measure exploratory learning practices (Pianta, 2007). As a result, exploratory learning environments' score lower on widely used rating scales. To fill the gap of existing environmental rating scales, this study aimed to develop and pilot a scale to assess the environmental quality of early childhood classrooms that implement exploratory learning practices.