Aim: The present study aimed to examine the psychometric properties of the Career‑related Teacher Support Scale among university students. Method: This research is a correlational study falling under the category of psychometric research. The target population consisted of undergraduate students at the University of Isfahan. A sample of 202 participants (135 females and 67 males), aged 18 to 26 years (M=21.06, SD=1.56), was selected based on the standards for psychometric studies using convenience sampling. The measurement instruments included the Teacher Career Support Scale (Zhang et al., 2021), the Teacher-Student Relationship Scale (Karcher, 2011), and the Career Growth Self-Efficacy Scale (Yuen et al., 2010). To evaluate the psychometric properties, three methods were employed: confirmatory factor analysis (CFA), convergent validity, and internal consistency. Results: The results of the confirmatory factor analysis indicated that the two-factor model demonstrated a superior model fit (with comparative fit indices TLI and CFI at 0.92 and 0.94, respectively, and an RMSEA index of 0.07) compared to both the first-order single-factor model and the first-order three-factor model. Furthermore, the correlation results with the Teacher-Student Relationship Scale (r=0.36,p<0.01) and the Career Growth Self-Efficacy Scale (r=0.39,p<0.01) provided evidence of convergent validity. Reliability, assessed using Cronbach's alpha coefficient, was calculated as 0.91 for the total scale and 0.83 for each of the three subscales. Conclusion: The Teacher Career Support Scale demonstrates acceptable psychometric properties among university students. Consequently, it can be confidently utilized in future research and within the field of career counseling.