This study is about adapting a perceived learning scale for education.Learning is a permanent change in behavior or changing behaves specifically as a result ofapplication or other forms of experience (Schunk, 2004). In this respect, learning emerges as aprocess of the inner and the outer change. Mostly learning emerges as an internal process in ashort time with a direct impact and change. Because of this, it is not easy to measure learning. Inthis aspect, measuring learning is done with direct observations, written or oral responses,evaluation or grading of others and self-evaluation (Schunk, 2004).This kind of learning processis met with the constructivist approach. Nowadays, constructivism as the dominant learning approach in education, put students at thecenter and students to be active in the learning process. So the student takes both active andparticipatory role in the learning content, media, evaluation and all the learning process. Thus,a self-evaluation application becomes important. The students opinions about their ownlearning experiences are related with perceived learning. In the past, the teacher's assessmentfor the learning process was the most prominent. In today's learning environments, along withtaking students into the center, student's own perceptions and their world are also taken intoconsideration. For this reason, the concept of perceived learning has gained importance ineducation. Perceived learning (PL) is seen as important as students learning level.PL is the collection of a feeling and belief on learning that takes place (Caspi & Blau, 2008). Itcan be seen that several factors are related with PL in PL-related studies (Menzel & Carrell,1999; Jiang & Ting, 2000; Swan, 2001; Boeglin & Campbell, 2002; Richardson & Swan, 2003;Fredericksen, Pickett & Shea, 2006; Ferguson & DeFelice, 2010; Haverila, 2010; Lo, 2010;Ferreira, Cardoso & Abrantes, 2011). According to these studies, PL is mostly at the forefront ofadult education and distance education applications (Fredericksen, Pickett, Pelz, Swan, & Shea,1999; Glass & Sue, 2008; Stein & Wheaton, 2002; Wu & Hiltz, 2004).Within this research, scales of PL were examined and there isn t any scale development oradaptation study in education researches in Turkey about directly PL. This study seemsimportant in terms of to develop a reliable and valid scale to measure the PL of students. Forthis purpose, this research is the study of the adaptation of the PL scale which was developedby Rovai, Wighting, Baker and Grooms (2009).This study adapted the PL scale which was developed as 9 items and 3-factor structure toTurkish. For the Turkish from of PL scale, after obtaining primarily the required permits fromRovai who was developed PL scale, PL scale was translated into Turkish, 4 experts opinionswere taken, bilingual 22 students completed Turkish and English forms of the scale at differenttimes and the validity and reliability analyzes were applied to 227 face to face students inSakarya University Education Faculty. In this study, for validity, primarily exploratory factor analysis (EFA) varimax rotation wasdone. For verifying the scale structure, confirmatory factor analysis (CFA) was conducted.Structure of PL scale which consist of 3 factors including cognitive, affective and psychomotorfactors was appeared with EFA and this structure was found similar to the original scale afterfinding the correlation 0.77 between the scores obtained from English and Turkish forms of PLscale. Then the 3-factor structure was found to have acceptable and compatible values withCFA. For the criterion validity a positive correlation between academic achievement andsatisfaction that can be used was found. Cronbach's alpha values for looking at the consistencyof PL scale s latent variable and sub-factors in the scale model were determined and it wasfound .83 for the whole scale. Test-retest was applied for the stability of PL scale. Thecorrelation coefficient was found .682 as a result of the correlation test with the data obtainedfrom 40 students with an interval of 1 week.Eventually, reliable and valid scale which was developed by Rovai, Wighting, Baker andGrooms (2009) was adapted to Turkish. The original form of the scale has been developedstudents of online and face to face learning. In future studies, scale may be examined whether ithas a similar structure to distance learning or blended learning students. Besides the scale canbe used to identify and compare blended learning, distance and face to face learning studentsPL. Moreover, researches that examine PL in different learning practices and several variablesthat affect the PL may be carried out.