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Multiple-group confirmatory factor analysis was used to investigate factorial invariance between vocational and academic teacher groups on a measure of the learning organization concept. Participants were 488 full-time teachers of public trade industry-technical and business schools located within Seoul, South Korea. Statistically significant differences in factor structure, factor loadings, and factor correlations were not detected across the two teacher groups. Findings provide strong evidence that the learning organization model can be operationalized and equally applied to different teacher groups in Korean vocational high schools.