In the United States and internationally, there has been an increased emphasis on the practice turn or a focus on engaging students in more authentic representations of how science is practiced. In this article, we describe the development of a student questionnaire to investigate the extent to which students report being engaged in learning experiences similar to those explicated through the practice turn. We developed a questionnaire that consisted of 35 questions that were separated into four constructs. The questionnaire was determined to be internally consistent, with a high reliability estimate. Confirmatory factor analysis showed item clustering consistent with the research-derived constructs indicative of a practice turn focus in science classrooms. Furthermore, early evidence from this pilot study is provided to reveal the ability of the questionnaire to detect student experiences that are differentiated at the teacher-level. Based on the analyses completed, the questionnaire appears to be a needed and useful measure of student-reported learning experiences that can provide an indication of students' opportunity to learn in ways aligned to the most recent reforms in science education.