Program evaluation is defined as a decision-making process grounded in data collection instruments that assess the effectiveness of ongoing programs. Accordingly, each program developed within this framework requires systematic evaluation to determine its efficacy. This study aims to develop a valid and reliable measurement instrument to capture teachers’ perceptions regarding the Learning Difficulties Support Education Program (LDSEP) within the framework of the Illuminative Evaluation Model. The study sample comprised a total of 763 teachers, who participated across three distinct groups corresponding to the pilot application, Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA) phases. During the research process, a pilot study was conducted, and expert reviews were sought to ensure content and construct validity of the scale. Based on the findings from EFA and CFA, a scale comprising 36 items organized into four factors was constructed. The reliability of the Illuminative Evaluation Model Evaluation Scale (IEMES) was assessed using Cronbach’s alpha coefficient, test-retest reliability, and composite reliability indices. Additionally, item discriminative power was evaluated via independent samples t-tests comparing upper and lower groups, confirming that the scale items possess satisfactory discriminative validity.