The Gifted Rating Scales-School Form (GRS-S) has been validated in several countries; however, no study has examined the rater invariance of this measure. The present study built on previous validity studies and examined configural and metric invariance between parent and teacher raters using the Chinese version of the GRS-S Teacher and Parent Forms. Analyses were conducted from a Joreskog tradition, with testing of hypotheses related to group invariance. Model fit indices (i.e., comparative fit index [CFI], root mean square error of approximation [RMSEA], X[superscript 2]/df) supported equivalence in factor structure and standardized loadings between raters. Additionally, hypothesis testing revealed equivalence in loadings for raters. Implications of the results, as well as limitations and directions for future research, are discussed. (Contains 4 tables.)