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This study reports on the replication of the four-factor structure and the internal consistency of the Learning Behaviors Scale (LBS) with an independent sample of 241 students in Grades 1 through 7. Internal consistency estimates were as high or higher than those obtained with the standardization sample. Substantial replication of the four LBS factors (Competence Motivation, Attitude Toward Learning, Attention/Persistence, and Strategy/Flexibility) was found. Most items in the study were associated with the identical factor found with the standardization sample. Coefficients of congruence tested the factorial invariance and resulted in "good" to "excellent" matches to the exploratory factor analysis results based on the LBS standardization sample. Furthermore, three of the five LBS items that cross-loaded in this study were also items that cross-loaded in the standardization sample and did so on the same factors. Substantial evidence was found for the internal consistency and construct (factorial) validity of the LBS. S chool psychologists devote significant time and attention to assisting teachers in understanding student behavioral and academic difficulties and recommending educational interventions for those difficulties. Often, evaluations to determine the nature of the difficulty and the presence of disability include standardized measures of intelligence, academic achievement, and psychopathology. Although measures of intelligence provide the best predictors of academic achievement (Neisser et al., 1996;Sattler, 2001) and such prediction is important, information from traditional intelligence tests does not appear relevant to designing effective cognitive or educational interventions (i.e., treatment validity; Brown &