In recent years, scholars have focused intently on improving success rates for men of color (notably Black, Latino, Native American, and Southeast Asian men) in community colleges. To address outcome disparities, many colleges have sought to employ targeted interventions (e.g., programs, policies, and practices); however, many of these efforts are chronically underresourced, necessitating that interventions be informed by inquiry to maximize the efficacy of newly established efforts (Harper, 2014; Wood, Reid, Harris, & Xiong, 2016). Using the Community College Survey of Men (CCSM; Wood & Harris, 2013), an instrument designed to aid community colleges in understanding challenges facing historically underserved men, the authors focused on the items in the instrument's intrapersonal (noncognitive) subdomain that measure students' affective response to the collegiate environment. Prior research has shown the important influence of noncognitive factors on student success outcomes for men of color (Moore, Madison-Colmore, & Smith, 2003; Palmer & Strayhorn, 2008; Strayhorn, 2012). These intrapersonal factors include: (1) self-efficacy--students' confidence in their abilities to succeed in academic endeavors; (2) degree utility--students' perception of the worthwhileness of their collegiate pursuits; (3) locus of control--the extent to which students believe they have control over their academic futures; (4) action control--the directed attention or focus students place on academic matters; and (5) intrinsic interest-- the authentic interest students have in course content (Harris & Wood, 2016). This article describes the CCSM, initial validation processes, a study on content validity, and a study on construct validity and reliability.