The current study evaluates existing and new validity evidence for the Academic Motivation Scale (AMS; Vallerand et al., 1992). We first provide a narrative review synthesizing past research, and then conduct a validity investigation of the scores from the measure. Data analysis using a sample of 1406 American college students provided construct validity evidence in the form of a well-fitting seven-factor model and adequate internal consistency of the item responses. Convergent and discriminant validity evidence provided insight into the distinctiveness of the seven subscales. However, support for the scale’s simplex structure, which would represent the self-determination theory continuum, was not fully substantiated. Implications for theory and the scale’s use in the current form are discussed.