Measurement of psychosocial aspects of environments in Australian classrooms has been extensively undertaken by Fraser and his colleagues, who have developed the ICEQ for use in schools, and the CUCEI for use in higher education. However, comparable instruments have not been developed for Technical and Further Education (TAFE) environments. This paper reports on the performance of Fraser's instruments when used in TAFE settings. High subscale intercorrelations and low reliabilities of subscales are seen as problematic. Refactoring and revising the subscales improved performance statistics but introduced problems of face validity. The paper calls for further work in developing instruments for measuring classroom environmental variables in TAFE settings.