Democracies need education no less than other systems that try to organize the life of human beings. Like any other system, democracy, in order to survive, requires human beings who adopt its values. Education is the most suitable and reliable way to meet this requirement. Democracy can only be learned in an environment in which it is practiced. Long years of lessons on democracy are no better than teachers who, at each stage of the educational process, act as models for students in being tolerant, respecting others&#8217; rights, being objective, being open to different opinions, being a guide, and displaying consistent democratic behaviors. A democratic society can only be established through individuals brought up in accordance with the democratic perspective. In this sense, primary education plays a pivotal role in enabling students to adopt democratic values and form their life styles accordingly. The Purpose of the Study The primary purpose of the study is to determine 6th and 7th grade students&#8217; levels of democratic attitude. In addition, it makes an attempt to find out whether their levels of democratic attitude are affected by the variables &#8220;gender&#8221;, &#8220;grade&#8221;, &#8220;educational status of their mothers&#8221;, &#8220;educational status of their fathers&#8221;, and &#8220;occupational status of their fathers and mothers&#8221;. Methodology Research Model The study is based on a descriptive survey model, which makes an attempt to describe a past or present event as it was or is (Karasar, 1994). The Population and Sample The population of the study was comprised of 6th and 7th grade students who studied at various primary schools located in Serdivan and Adapazari, Sakarya, during the educational year 2008-2009. The sample of the study consisted of a total of 910 sixth and seventh grade students, 471 of them (%51) being female and the remaining 439 of them (%49) being male, chosen randomly, a type of nonprobability sampling (Karasar, 1994), from the primary schools Mehmet Zorlu, Buyuk Gazi, Sabiha Hanim and Gunesler Talat Tomekce. Data Collection Tool The data were collected through a single-dimension item that contained 34 items. It was based on 5-point Likert type and its internal consistency coefficient was 0.94. The KMO value for the scale was 0.96 and Barlett&#8217;s sphericity test yielded significant results (&#967;2=13150.750, p=.000). The item-total correlation varied between 0.30 and 0.67 whereas the factor loadings were between 0.31 and 0.71. In total, 36.3% of the variance was accounted for. The scores of the 910 students were arranged in ascending order in order to determine how well each of the items included in the scale distinguished the students from each other. Through the t test, a comparison was made between the upper and lower groups of the participants. It was observed that the t values regarding the discrepancy between the 27% upper and 27% lower groups varied from -16.934 and -2.586. Furthermore, it was discovered that all the items were significant at the level p<0.001. Process Initially, the Kolmogorov-Smirnov test was conducted in order to determine whether the data were suitable for normal distribution. According to the results of this test, the Kruskal-Wallis H test, a non-parametric one, was carried out on the educational and occupational status of fathers and mothers. Next, the Mann- Whitney U test was conducted in order to determine between which groups the significant difference presented by the Kruskal-Wallis test existed. A parametric test, the t test was employed to analyze the data on the variables &#8220;gender&#8221; and &#8220;grade&#8221;. Conclusion The study concluded that female students have significantly higher levels of democratic attitude than male ones, and those students with illiterate mothers have significantly lower levels of democratic attitude. It was observed that the school, educational status of fathers, occupational status of fathers and mothers are not factors in the level of democratic attitude.