Disability stigma is widespread in society, particularly in schools, and generates long-term risks for those stigmatized. Research shows teachers are well situated to address stigma in classrooms through empirically-based practices. However, disconnect arises between empirical recommendations and practical applications in schools. Therefore, further research was required to identify causes and potential implications. Survey measures for related constructs of teachers’ backgrounds, personal attitudes towards students with disabilities, awareness of public stigma, use of empirically-based practices to increase acceptance, and perceived barriers to implementing practices were not yet developed. In this study, the Disability Stigma Perspectives and Practice (DSPP) survey was created for these purposes. The composite scales were adapted from existing measures or developed originally, and analyzed to ensure reliability, validity, and accurate factor structure. In initial analyses, 142 participants recruited through a school district completed the survey electronically. Correlational, item, and rasch analyses were conducted to revise the scales. Subsequently, 330 additional participants from the school district responded to finalized measures. Further correlational analyses, and exploratory and confirmatory factor analyses were completed. Implementation of the DSPP allows for examination of teachers’ impacts on use of empirically-based practices to address disability stigma, and informs methods of supporting teachers for this purpose.