This chapter focuses on the process of developing a concise but conceptually-grounded young people’s wellbeing measure for use in educational practice with secondary-aged students in Kazakhstan. Assessment of young peo- ple’s wellbeing is a relatively new field and research has primarily been conducted in western, educated, industrialised, rich, and democratic contexts. The available literature suggests that tools developed in such contexts cannot be applied unprob- lematically in other contexts, as whilst there may be some commonalities across all contexts, there are nuanced differences in how wellbeing is conceptualised related to cultural setting. This necessitates an adjustment of commonly used assessment tools to ensure they are culturally appropriate. We suggest that a derived etic approach can be deployed to successfully modify wellbeing measurement tools to make them fit for context and illustrate how this can be achieved through outlining the process we undertook in our work in Kazakhstan. Such an approach is challeng- ing, thus some of the lessons we have learned are shared to empower researchers wishing to take this approach.