School attachment is one of the constructs being stressed on its relationship in the process of building teenagers strength, providing positive impact, protecting them from negative tendency and inclination to commit suicide (Morrison, 2003). The behavior of adolescents in school could also affect the quality of teacher’s effort, teaching, emotion and commitment of teachers in school (Sullivan, 2007). This paper makes an attempt to ascertain and to test empirically, using the Structural Equation Modeling (SEM) to approach the Confirmatory Factor Analysis (CFA) of school attachment among adolescents in the east-coast of peninsular Malaysia. School Attachment Questionnaire (SAQ) was developed by Mouton, DeWitt and Glazier (1999) and was adapted by Trammel (2003). The adolescents’ conceptions of school attachment measured dimensions such as general relationship, sense of belonging and specific attachment. The SAQ was administered to 750 secondary school students of 16 years old. Students were asked to respond to declarative statements with one of five responses: strongly disagree, disagree, don’t know, agree or strongly agree. Cross-validation was done using two sub-samples of 308 students. The instrument consisted of 20 items with 9 negative scores and the items were hypothesized as a priori to have non-zero loadings on all dimensions in the model. Analysis of the items resulted in a well-fitting model with composite reliability of .92 and variance extracted of 55% (X2/df = 1.106; p = .356; GFI = .996; CFI = .999; TLI = .998; RMSEA = .013, AIC = 35.741).