In our age, when both society and family structures are increasingly changing, it is generally agreed that values essential to the health of society should be taught in schools since the modern family medium is not always successful in providing them. By teaching such values as sharing and respect to students, we could protect ourselves and our children, and thus society, against violence. Schools are known as institutions in which teaching and training are carried out. For a good education, it is essential that good training be provided. Among the priorities of schools are to equip individuals with values and skills that will help them make morally-appropriate decisions and enable themto exhibit decent behaviour. Among the priorities of schools are the necessities to equip individuals with values and skills that will help them make morallyappropriate decisions and enable them to exhibit decent behaviour. Character encompasses individual and emotional features, as well as social and communal dependency, which provide the individual with efficient approaches to such merits as willingness to do one’s best for others, consciousness of being honest and assuming responsibility under varying circumstances. A good character enables the individual to contribute positive values to society, apart from providing him or her with a democratic lifestyle in which everyone is treated equally and everyone is respected sufficiently enough. As was defined by Lickona (1991), a good character can be defined as knowing what is good, aspiring what is good, and doing what is good. The aim of this study is to reveal the results of the validity and reliability “School Character Education Proficiency Scale” having been prepared for the evaluation of studies carried out in schools according to the character education philosophy. “Character Education Process” has been prepared on fundamental principles of character education, character education quality standards and the other studies about character education. The scale we have developed has been based upon Character Education Process. In the first stages of the study, views of the various experts have been consulted and of the 60 elements we have compiled, the ones having not been understood have been corrected and the inappropriate ones have been omitted and the number of the elements has been reduced from 60 to 52. The validity and reliability of the scale have been carried out on the randomly chosen 168 teachers in five different schools. At the end of the factor analysis, some elements have been eliminated and 33 elements of the scale with high reliability have been compiled under five factors. According to the structure having been prepared beforehand, these factors have been expressed under topics the planning and implementation, psychosocial environment, stakeholder participation and evaluation. It has been concluded that a scale with structural validity has been obtained. In addition, consisting of 33 elements and 5 factors, and its reliability coefficient was found to be .959 the scale beneficial for the researchers and educators aiming to determine appropriateness level of primary school education to character education in consideration of various factors the character education proficiency of schools was achieved.