Curriculum-based measurement (CBM) has been shown to be an effective tool for screening and progress-monitoring in the general education classroom. However, CBM has been slow to gain a foothold among teachers. The purpose of this study was to identify the barriers to the implementation of comprehensive CBM training in pre-service teacher education programs. Faculty members (n = 141) in Elementary Education teacher training programs at NCATE-accredited colleges or universities in a large, Midwest state were surveyed regarding their; (1) Knowledge of and attitudes towards CBM, (2) Attitudes toward evidence-based practice; (3) Attitudes regarding the importance of pre-service training in CBM; (4) Attitudes regarding the importance of CBM in general education classrooms; and (5) current CBM training practices. Survey data were analyzed using Logistic Regression modeling, and results indicated that respondents' beliefs regarding the importance of CBM in the general education classroom and the importance of CBM training for pre-service teachers were the most significant predictors of respondents' including CBM training in their course curricula. Results are discussed with consideration of practical implications for school psychologists and teacher educators interested in increasing the use of CBM and other evidence-based practices among general education teachers. Recommendations for future research are discussed.