This research study investigates the validity of the Teacher Locus of Control Scale (TLCS) in a different cultural environment. The scale, developed in the United States by Taylor et al., measures teachers' beliefs about their own potential to influence student performance and classroom events. Specifically, the study investigates the discriminality of the items and the relationships of the TLCS as a whole with relevant criterion measures such as stress, personality, and educational attitudes. A few words in two of the 20 TLCS items were changed to suit the local linguistic style. Two hundred teachers from technical colleges and high schools in Singapore responded to the scales at their convenience. The reliability of the TLCS was ascertained using Cronbach alpha; and its validity was assessed through its correlation with the seven criterion measures. The majority of the items showed discrimination power. The scale showed positive relationships with several attitudinal measures which support its validity. The study concludes that TLCS has substantially high reliability when used in a different cultural context. (JAZ)