[SUMMARY] Aims : To develop a reliable and valid scale to evaluate the teaching-learning process on Master’s programs in nursing. Methods : There were three stages in developing the scale : （a）creating items for the scale reflecting criteria used by graduate students to evaluate the teaching-learning process, identified through a qualitative analysis ; （b）examining the content validity with a panel of experts and a pilot study ; （c）conducting a survey and testing the reliability and validity of the scale. Results : The Scale to Evaluate the Teaching-Learning Process in Master’s Programs in Nursing （SETLP-M）, which has 37 items with a 5-point Likert scale, was constructed using the afore-mentioned three stages. The instrument packets, including SETLP-M and a demographic questionnaire, were distributed to a total of 285 graduate students who take 41 courses on master’s programs. Responses from 268 graduate students （94.0%） were collected, of which 257 valid data were analyzed. The reliability coefficient of the SETLP-M, Cronbach’s alpha, was 0.955. This signifies that SETLP-M has high internal consistency. Moderate significant correlations between SETLP-M and scores on relevant measures of satisfaction, and goal attainment levels indicate acceptable criterion-related validity. Two literature-based hypotheses were tested and supported. The results indicate that SETLP-M has construct validity by the known-group method. Conclusions : SETLP-M has reliability and validity. This scale can be used to ascertain master’s students’ evaluation of the teaching-learning process.