In this study, a measurement tool that could be utilized to determine the values teaching responsibility perceptions of prospective teachers was aimed to develop. For this purpose, both the related literature on values teaching was investigated and the views of student teachers at a state university in Ankara, Turkey were taken. Consequently, an item pool comprising 46 items was created. After collecting the experts' opinion, these items were reorganized and the preliminary form was developed. This preliminary form was administered to 274 prospective teachers, 206 of whom were female and 62 were male from different grades and different departments of the Faculty of Education at the state university in 2018-2019 academic year, Fall Semester. Validity and reliability tests were administered to the obtained set of data. During this process, first the Exploratory Factor Analysis (EFA) for construct validity and then the Confirmatory Factor Analysis (CFA) were applied. Confirmatory Factor Analysis (CFA) was administered to a different group of 352 prospective teachers, 278 of whom were female and 80 male. At the end of exploratory factor analysis, a scale form consisting of 35 items and 4 sub-dimensions was obtained. The four factor structure about the scale explained the 61.46% of the total variance. According to the reliability analysis Cronbach alpha reliability coefficient for the overall scale was 0.97, for sub-dimensions respectively as 0.93, 0.93, 0.88 and 0.84. The model fit indices for the scale at the end of the confirmatory factor analysis were determined RMSEA, 0.064; X[superscript 2]/df=2.1; SRMR=0.06; IFI=0.90; CFI=0.90. Values obtained showed that the scale construct was validated.