The authors examined agreement between importance ratings used in job analysis. The ratings were obtained from small committees of content experts and from field-survey respondents. Three measures of agreement were used: a relative index (product–moment correlation), an absolute index (intraclass correlation), and a dichotomous index (cutpoint). Data were obtained from 2 job analysis studies conducted for purposes of developing teacher-licensure tests in Spanish and in chemistry. In both studies there was a high level of agreement as measured by the relative and dichotomous indexes and a moderately high level of agreement as measured by the absolute index. The implications of these findings for job analysts and test developers are discussed.