Collective leadership is increasingly important because collective teacher efficacy, a subset of this type of leadership, is a significant factor in student learning. The purpose of this study is to provide evidence for the structural validity of a collective leadership instrument across public and private school settings using the multigroup factor analysis invariance framework for categorical indicators. The results supported invariance in factor structure, loadings, intercepts, and residual (co)variances and latent variances and covariances equality. Collective leadership development is theorized to play a central role in the effectiveness of both public and private schools alike so any instrument used to make decisions about collective leadership should be reflective of the pertinent constructs in general rather than the data being an artifact of the particular setting.