Typically, although commitment is conceptualized as a multidimensional phenomenon, it is measured unidimensionally. In this study, the measurement of likely dimensions of commitment to teaching was explored, drawing on commitment theory and conceptualization. Items from the Administrator and Teacher Survey of 1984 were used to analyze factor models of increasing dimensionality. The results indicate that a multidimensional measurement of teaching commitment is warranted. Research and policy implications of treating commitment to teaching as multidimensional are discussed.