The purpose of this research was to examine the psychometric properties of the RSCEQ with respect to invariance across gender and grade level, using a sample of 901 teachers from 44 schools in southeast Louisiana. Reliability estimates were consistent with previous research and ranged from 0.81 to 0.90 on the actual and 0.83 to 0.92 on the preferred scales, respectively. Confirmatory factor analyses supported the 3-factor structure of both scales and the theoretical assumption that the factors are correlated. Analyses also provided evidence that the RSCEQ is invariant across gender and grade level. Additional evidence that supports the use of the RSCEQ as a tool that educational leaders can use to assess and improve school culture is provided by the results of this investigation.