The Inviting School Survey-Revised (ISS-R) was adapted and translated into Traditional Chinese (ISS-RC), using a five-step process, based on international test administration guidelines, involving judgmental, logical, and empirical methods. Both versions were administered to a convenience sample of Chinese-English fluent Hong Kong school community members (administrators, teachers, students, parents, and support personnel). A series of repeated measures ANOVAs revealed equivalence between the two versions, ISS-R and ISS-RC Total Scale and Subscales (variances, subscale correlations, internal consistency) other than the Program Subscale overall mean difference. Item analyses, utilizing repeated measures ANOVAs, revealed significant differences in 11 of the 50 scale items. Suggestions for further development and refinement of the Chinese Invitational School Survey (ISS-RC) are presented. Additionally, recommendations for future research and application of the ISS-R and ISS-RC are provided. (Contains 8 tables.)