The goal of the study was to deliver and validate a new solution-focused instrument, the Focus Skills Questionnaire (FSQ), to assess the degree of executive functioning skills in the school context, for three different education levels (elementary, secondary, and tertiary education) and informant groups (students, teachers and parents) on a sample of 1109 students from Dutch and Belgian schools. The factor structure was evaluated by confirmative factor analysis (CFA) and the study examined how students' self-reports of executive functioning skills related to outcomes of neuro-psychological tests of executive functions (EF). The CFA results showed a parsimonious model with a four-factor structure of the FSQ that was equivalent for all education levels and informant groups, but that does not correspond with the generally assumed executive functioning factors. There are differences in the perception of executive functioning skills by different informant groups and also differences per education level. Student perceptions of executive functioning skills do not correspond with EF test outcomes and in some subgroups clearly diverge from teacher or parent perceptions of the students' executive functioning skills. Although the new instrument does not converge with laboratory assessments of EF's, the new instrument could be useful in everyday school practice.