Research studies have assessed the development of research and reflection skills of pre-service teachers, and for this purpose, several surveys, questionnaires, and inventories have been designed. However, their authors do not necessarily report the validity and reliability indices of such instruments. This limits the possibilities of conducting replication studies, conducting meta-analyses, and understanding and developing this research area. Accordingly, in this paper, we report the findings of two studies. Study 1 introduces the Research and Reflection Competences in Initial Teacher Education Questionnaire (RRC-ITE) to the research community by describing the design, piloting, and validation measures undertaken. In Study 2, the RRC-ITE questionnaire is used to assess the research and reflection competences of 162 pre-service teachers from Chile. Results show that the participants lack knowledge about (1) research design, (2) data collection and data analysis procedures, (3) ethical considerations, and (4) issue identification. Findings also show that pre-service teachers perceive themselves to be highly competent in transversal competences related to collaborative work, decision-making, and reflection.