A pilot study was conducted to examine the psychometric properties of the Environmental School Transition Anxiety Scale (E-STAS) with a sample of 220 fourth- to sixth-grade students who were about to or had completed their school transition. The results of an exploratory factor analysis (EFA) of the students’ responses on the E-STAS produced a two-factor (Academic and School Organization) structure. The E-STAS scores demonstrated adequate internal consistency reliability and 1- to 3-week test score stability. Gender differences were also found on the E-STAS, with females outscoring males. In addition, the results of correlational analyses provided support for the convergent and discriminant validity of the E-STAS scores. Implications of the findings for school professionals are discussed.