Curriculum-based measurement in reading (CBM-R) is a commonly used tool for universal screening and progress monitoring in K-12 education and is one that can add value to decision-making. However, the social validity of this measure among teachers is often questioned. Reasons some teachers have traditionally opposed the use of CBM-R have included lack of time, resources, and concerns with the face validity of CBM-R. Further exploration of factors that predict teacher acceptability of CBM-R is anticipated to offer guidance for improving data-based decision-making in schools. The purpose of this study was to extend existing research on teacher acceptability of CBM-R by exploring the extent to which the specific reading skills teachers value and their perceptions of available time are related to their CBM-R acceptability. First to sixth-grade teachers (N = 164) from a midwestern state completed a corresponding survey. Multiple regression analyses indicated that teachers' perceptions of time and values positively predicted the acceptability of CBM-R for both universal screening and progress monitoring purposes. Related implications for improving data-based decision-making will be offered.