The Learning Climate Questionnaire (LCQ) measures teacher autonomy support in the classroom. There are various versions of the LCQ available, a 15-item full-scale version and a 6-item shortened version. Recent research suggests that using a 5-item version of LCQ is a more effective measure of teacher autonomy support. Using data from a sample of Filipino undergraduate students, the single-factor structure of the Five-item LCQ (LCQ-5) was validated through confirmatory factor analysis along with three longer versions of the scale. Results showed that LCQ-5 outperformed the alternative versions of LCQ in terms of model fit. To demonstrate construct validity, LCQ scores were correlated with measures of parent and peer autonomy support, as well as with the short version of the self-oriented perfectionism subscale of the Hewitt and Flett Multidimensional Perfectionism Scale. LCQ-5 also displayed gender invariance and good internal consistency. The findings suggest that the LCQ-5 can be used as a brief but psychometrically valid measure of teacher autonomy support. Implications for the measurement of teacher autonomy support are discussed.