The aim of this study is adapting The Inventory of School Motivation (ISM) to. The ISM which is adapted to many cultures consists of 43 items, four dimensions, and eight sub-dimensions. This sub-dimensions are named as task involvement, effort, competition, social power, affiliation, social concern, praise and token. Firstly translation and re-translation were done by six experts. Then researcher and an expert selected the most eligible items and the selected items were sent to the expert review so the final form of Turkish version was prepared. The Turkish version of ISM was administered to 554 university students, and confirmatory factorial analysis (CFA) was conducted to test if the original factorial structure is also valid for Turkish version. The results show that the eight factored structure of ISM is also valid for Turkish version. The reliability coefficients were also found to be sufficient for all the sub dimensions. Then the criterion validity of ISM’s Turkish version was tested by examining the correlation between ISM, Attitudes Towards School Scale (ATSS) and General Self-Efficacy Scale (GSES). The data were collected from 784 university students, who had not attended the first implementation of ISM, to test the correlations. The ISM has meaningful correlations with similar structured scales and it means that criterion-related validity of ISM was also confirmed. Consequently, the ISM was adapted to Turkish Culture by this study. The eight factored structure of the scale is also valid and reliable for Turkish Culture.