More than a decade after two comprehensive examinations of the technical properties of the ClassMaps Survey (CMS), this study reexamined the structure and internal consistency of the scale and, for the first time, examined its measurement invariance across gender and school levels. Participants were 1,083 elementary and middle level students from a diverse northeastern school district. Students had completed the CMS as part of their district's evaluation of its bullying prevention program; the deidentified results were shared with researchers with approval of the district school board. Results of a seven-factor confirmatory factor analysis showed that all items loaded on their respective subscale, exhibited adequate model fit (CFI = 0.91; RMSEA = 0.04; SRMR = 0.07), and communicated good internal consistency ([alpha] = 0.78 to 0.92). Partial strong invariance was demonstrated across gender groups and school level groups. Gender effects, school level effects, and gender by school level interactions were demonstrated for some subscales. The collective results support the use of the CMS to support planning and refining classroom routines and practices that promote students' classroom autonomy and effective relationships.