The purpose of this study is to determine the writing anxiety, attitude, and self-efficacy levels of students learning Turkish as a foreign language in Syria Safe Zone and to examine their anxiety, attitude, and self-efficacy by considering various variables. The study group of this study consists of 179 Syrian students at the B1 level at the Yunus Emre Institute Turkish Cultural Center, which teaches Turkish in the Syrian Safe Zone. Within the scope of the study, the relational screening model and correlational design, which are among the quantitative research methods, were used. As a result of the research, it was determined that the self-efficacy and attitudes of the students who learned Turkish in the Syrian Safe Zone were relatively high and their writing anxiety was relatively low. A statistically significant relationship was found between students' writing self-efficacy and writing anxiety at a moderate negative level, between writing self- efficacy and writing attitudes at a moderate positive level, and between writing attitudes and anxiety at a moderate negative level. When various variables were taken into consideration, it was determined that there was no significant difference in the variables of gender, educational status, occupation, frequency of reading Turkish books, and frequency of writing in Turkish, while age formed a significant relationship, and the variables of region and mother tongue formed a significant difference. It was found that writing attitudes did not differ in terms of gender, region, and educational status variables, but age created a significant relationship, and there was a significant difference between mother tongue, occupation, frequency of reading Turkish books, and frequency of writing in Turkish. It was concluded that writing self-efficacy did not create a significant difference and relationship in terms of the variables of gender, region, age, mother tongue, mother tongue, education level, occupation, and frequency of reading books, while the variable of writing frequency created a significant difference on writing self- efficacy.