An investigation of computer attitudes helps to understand teachers’ attitudes toward computer technology. Studies have shown that teachers’ computer attitudes significantly affect the integration of computer technology into their class teaching. However, Garland and Noyes (2008) indicated that the factor construct of the traditional computer attitude questionnaires are no longer sufficient for contemporary use and suggested the factor construct should be rebuilt. They also asserted that the factor construct may shift divergently according to the investigated group. Therefore, the purpose of this study is to construct an investigation tool to examine preschool teachers’ computer attitudes. The first stage of this study is to construct the factor structure with exploratory factor analysis; the second stage is to examine whether the factor structure of the attitude questionnaire fits properly with the empirical data through the implementation of a confirmatory factor analysis. The result shows that the questionnaire has proper internal reliability and sufficient construct validity and the factor structure model fits the empirical data very well. The examination of the convergent validity, discriminate validity and the cross validity also reaches an acceptable standard. This developed questionnaire provides a reliable and valid tool to examine preschool teachers’ computer attitudes.