Teachers' attitudes and beliefs on classroom management contribute significantly to student learning and development. Despite its importance, research in this aspect, however, has still been stymied by the difficulty of measuring teachers' classroom management attitudes and beliefs. Psychometrically sound instruments to measure teachers' classroom management attitudes and beliefs are still unavailable for use in Asian classrooms. In view of such reality, this study was intended to evaluate the psychometric properties of the Attitudes and Beliefs of Classroom Control Inventory-Adapted (ABCC-A) in Singapore schools. Construct validation of ABCC-A was conducted in three studies. Participants' responses to the 27-item ABCC inventory from the first-phase data collection (N = 512) were used in study 1 and study 2. Participants and their responses to the revised ABCC-A inventory from the second-phase data collection were used in study 3. In study 1, half of the first-phase data collection sample (N[subscript 1] = 259) was randomly selected for the exploratory factor analysis and reliability test. In the study 2, the other half of first-phase sample (N[subscript 2] = 253) will be used for the confirmatory factor analysis (CFA) test. In study 3, participants (N[subscript 3] = 41) who completed the revised ABCC-A, teacher efficacy scale, and questionnaire on teacher interaction questionnaires in the second-phase data collection will be used for convergent and discriminate validity tests. The CFA of ABCC-A revealed a good model fit of instruction management and people management subscales and acceptable evidence of invariance among different groups of beginning teachers in Singapore primary and secondary schools.