This study investigated the cross-cultural validity of the Preschool Learning Behavior Scale (PLBS) in the Chinese cultural context. Multiple approaches were used for this purpose, including exploratory factor analysis, confirmatory factor analysis, criterion-related validity evidence, and internal consistency reliability estimates. The findings generally supported the PLBS’ three-factor structure (Competence Motivation, Learning Strategy, and Attention/Persistence) as used in the Chinese cultural context, and with minor adaptations, PLBS could be a psychometrically sound measure for assessing the learning behaviors of Chinese children.