Although school climate has long been recognized as an important factor in the school improvement process, there are few psychometrically supported measures based on teacher perspectives. The current study replicated and extended the factor structure, concurrent validity, and test–retest reliability of the teacher version of the Authoritative School Climate Survey (ASCS) using a statewide sample of high school teachers. Multilevel confirmatory factor analyses based on surveys completed by 12,808 high school teachers from 302 schools found that factors of disciplinary structure and student support were associated to varying degrees with the teacher reports of the prevalence of student teasing and bullying and student engagement. These findings provide some empirical support for the use of the teacher version of the ASCS in high schools.