The subjective task value (STV) aspect of Expectancy-Value Theory has recently gained significance in achievement motivation research. It posits that students are motivated to engage in a particular task due to its intrinsic value, attainment value, utility value, and perceived cost. More recently, these components have been divided into more specific facets. This study aimed to adapt Gaspard et al. (2017) value beliefs scale for Portuguese vocational secondary school students in the subjects of Portuguese and Mathematics. The confirmatory factor analysis conducted with 1859 students (M[subscript age] = 16.02) suggested that a hierarchical structure of STV fits the data adequately, with ten specific facets organized into four second-order components. Construct reliability, as well as convergent and discriminant validity, was also achieved. This instrument offers a useful tool for assessing students' STV.