Three studies were conducted to generate a valid and reliable instrument to measure student-to-student confirmation. Study One (N = 396) sought to establish a factor structure based on previous research. Study Two (N = 396) sought to confirm this factor structure and assess criterion-related validity. Study Three (N = 283) sought to assess construct (i.e., convergent and discriminant) validity, as well as to provide further confirmation of the factor structure. Consistent with previous research on the construct, the Student-to-Student Confirmation Scale developed in this study consists of three factors: acknowledgement, assistance, and individual attention. In support of the scale's validity, these factors are positively related to classroom connectedness, affect for course content and instructor, perceived cognitive learning, state motivation, and academic self-efficacy. Further, student-to-student confirmation is related to, and distinct from, student academic support.