Parent-teacher communication is an important aspect of parental involvement in education. Research suggests that because Hispanic immigrant parents encounter communication barriers, they tend to be less involved at school than other parents. Currently there are no instruments that measure communication barriers. The present study developed a questionnaire, The Communication Questionnaire, designed to measure communication barriers and examined aspects of construct validity. A literature review and feedback from professionals support aspects of content validity. Cognitive interviews provide evidence that support aspects of substantive validity: questionnaire items were interpreted as intended. Cronbach.s alpha supports aspects of structural validity: high internal consistency was observed. Aspects of external validity were supported: there was a moderate correlation with a related measure and a weak correlation with an unrelated measure. These results provide evidence for the validity of the use of the scores on The Communication Questionnaire.