Preliminary findings indicate that positive relations between parents and teachers are associated with successful school outcomes for children. However, measures available to assess parent-teacher relations are scant. The current study examined validity evidence for the Parent-Teacher Relationship Scale-I (PTRS). Specifically, the internal structure of the PTRS and the test-criterion relationships between the PTRS and several important child-level variables were examined. Primary school teachers (n = 120) completed the PTRS referencing two different parents of children in their classroom, as well as outcome measures about both of these parent's children (i.e., academic competence, student-teacher relationship, and behavior). Confirmatory factor analyses supported the two-factor solution originally proposed by the PTRS authors. Associations between the PTRS and child outcome variables provided further evidence in support of test-criterion relationships. School mental health professionals and researchers seeking to assess the contributions of parent-teacher relations to academic and behavioral outcomes of children should consider administering the PTRS.