Intellectual perseverance is an emerging construct in research related to teacher classroom resilience. Evidence suggests that teachers with intellectual perseverance are likely to persevere and have commitment when facing challenges. Considering the critical role of intellectual perseverance in language teaching, this study aims to develop and validate a reliable instrument that measures EFL teachers’ intellectual perseverance in the face of challenges. Utilizing a mixed-methods approach, literature was reviewed for the conceptualization and finding the key dimensions of intellectual perseverance related to EFL teaching. Based on the findings, an initial scale was developed including fifty-one items in a pool to be evaluated for face and content validity. Through using the views of the experts some items were modified and 30 items remained. A pilot study involving a criterion-based sampling of 227 EFL teachers was conducted to assess the scale's validity and reliability. Exploratory Factor analysis and Cronbach's alpha analysis explained a strong internal consistency and construct validity. Based on the analysis, three sub-constructs were found for the 23 remaining items including teaching resilience, goal- orientation, and emotional resilience. The study findings suggest that the developed scale is valid and reliable to be used by language education researchers and policy makers.