The goals of this study are to 1) conceptualize meaning in academic work drawing upon the concept of meaning in work (Steger, Dik, & Duffy, 2012) and 2) to validate the Korean version of Academic Work and Meaning Inventory(K-A-WAMI) utilizing the validation framework suggested by the Standards for Educational and Psychological Testing, AERA, APA, & NCME, 2014). Data are obtained from 793 Korean college students (214 from offline universities and 579 from online university). We describe the Standards’ approach for building a validity argument based on five sources of validity evidence: test content, response processes, internal structure, relations to other variables, and testing consequences. Results showed that the content of domains and items were appropriate to measure meaning in academic work, 2) a three-factor model with positive meaning in academic work, meaning making through academic work, and greater good motivation was confirmed by confirmatory factor analysis, and 3) higher levels of meaning in academic work were related to higher levels of academic satisfaction, GPA, life satisfaction, and meaning in life. In addition, 4) all items discriminated a group with high academic meaning from another group with low academic meaning well and 5) all items did not have a bias effect in terms of gender. Therefore, the results of this study supported validity evidence that the final version of K-A-WAMI appropriately and properly measures the construct of meaning in academic work with responses from Korean college students.