To provide a tool to measure classroom climate in the specific context of distance learning, the Relational Climate of University Study (CREU ; Genoud, 2008) questionnaire was adapted in French and German. We named it the Relational Climate of Distance Learning (CRED). The four-scale structure of the CRED (and of the CREU) was confirmed by confirmatory factor analysis (n=223) and internal consistency analyses. These elements of validity are compared with the previous results obtained by Genoud (2008). However, a weak measurement invariance between the samples (French and German) and sometimes insufficient fit indices, in particular for the German version, call for nuance. Investigation of the psychometric qualities of the CRED was supplemented by criterion validity tests. Consistent with previous work, significant positive medium-sized relationships were found between perceived quality of classroom relational climate (CRED), feelings of self-efficacy, and persistence. No relationship was found with academic performance (i.e. grades).