Despite evidence indicating the general acceptability of curriculum-based measures (CBM) to teachers (e.g., Eckert, Shapiro, & Lutz, 1995), there has to date been no empirical evidence demonstrating the relative level of acceptability of measures of written expression that might set the stage for their increased adoption by teachers. Results of an exploratory survey designed to assess teachers' perceptions of various measures of written expression are reported. The relative acceptability of the measures for this sample of 335 teachers from several locations throughout the United States, the relationship of the measures to demographics, and directions for future research are discussed.