Grit—“perseverance and passion for long‐term goals” (Duckworth, Peterson, Matthews, & Kelly, 2007, p. 1087)—has attracted the attention of researchers in fields ranging from psychology to business to education (e.g., Robertson‐Kraft & Duckworth, 2014; Robins, 2019). Continuing the line of research that explores the domain specificity of grit (e.g., F. T. C. Schmidt, Fleckenstein, Retelsdorf, Eskreis‐Winkler, & Möller, 2017), this study introduces the L2‐Teacher Grit Scale (L2TGS) developed to measure grit specifically among English language teachers (N = 202). The results demonstrated, first, that the L2TGS possessed sufficient internal‐consistency reliability (ω = .77). A subsequent principal components analysis revealed a two‐component structure (POV = 50.87%), thus yielding evidence in favor of construct validity. A one‐tailed Pearson’s test for positive correlation between Duckworth and Quinn’s (2009) domain‐general Grit–S and L2TGS scores established concurrent validity of the new measure (rc = .84). Lastly, the L2TGS exhibited a stronger predictive validity, explaining approximately 21% of the variance in L2‐teacher retention‐related scores compared to the Grit–S, which was a statistically nonsignificant predictor accounting for 4% of the total variance. Of note, female teachers had higher levels of grit than male teachers. In sum, our findings indicate support for an occupation‐specific approach to grit.

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