Students generally learn subjects about which they are interested and curious in a shorter period of time. One may claim that students pay more attention to lessons, show interest, do their homework and study for tests when they are motivated. Students are as successful as they are motivated. In other words, there is a positive correlationbetween motivation and success. In this regard, detecting and resolving demotivational issues of students may be a significant solution to increase students’ success rate. However, considering the fact that motivation levels of students are not definitively observed, we will not be able to accurately comprehend whether teachers motivate students or what factors motivate students. Besides, another significant issue isthat the number of assessment tools which are commonly used, userfriendly and satisfactory in terms of reliability and validity is limited especially when it comes to motivation in case of 4th and 5th grades. Therefore, it is believed that the Social Studies Motivation Scale for 4th and 5th Grades developed by this research will be crucial in giving clues on students’ motivation level and motivating factors. In this piece of study in line with the above-mentioned thought, it is aimed to make a contribution to teachers and researchers in the field by means of developing a valid and reliable assessment tool to evaluate motivation of 4th and 5th grade students towards learning social studies. In developing the scale, literature was reviewed and then opinions of teachers and students on motivation were collected. Data collected from the literature review, teachers and students were gathered and a 104-point data pool was formed. Upon elimination of similar or irrelevant statements out of the data pool, a 73-point 5-level Likert type draft scale according to level of agreement was prepared. The scale contains the following options: “Does not match at all, Matches a little, Matches moderately, Matches, Fully Matches with my views”. Regarding the validity of the draft scale, experts were consulted with. Following modifications according to expert opinion, the draft scale was implemented on a group of (49) forty-nine 4th and 5th grade students, as a result of which a 63-point designate scale was developed by correcting or eliminating incoherent or contradictory items whichwas then implemented on a group of (394) three-hundred and ninetyfour4th (211 students) and 5th (183 students) grade students, respectively. Validity and reliability studies were conducted on the resulting data. During this process, On the resulting data from the above-mentioned applications, independent t-test was run in order to detect the discrimination index, and factor analysis was made to combine the variables measuring same qualities by testing the structural validity. In order to estimate the reliability of the scale, Cornbach’s alpha correlation coefficient was measured. In order to run t-test on the data obtained off the sample to determine the discrimination index of the scale, %27 of the 397 piece of data from below and above were analyzed. 3 items, which indicated avalue higher than p>,05, were omitted from the scale by considering thetwo-way significance in t-test. Following the elimination of the said items, when the mean and variance values constituted by the remaining items and the correlation and reliability alpha values between the sumwhole of the other items in the scale were analyzed; the correlation values ranged between ,046 and ,459. In addition, negativity was not observed in correlation coefficient between the items and the whole. 27 items, whose correlation coefficient was less than ,25, were removed in order to maintain additivity of thescale. Next, factor analysis was conduced to test the structural validityof the remaining 33 items and to combine variations of same quality together.Firstly, Kaiser-Meyer-Olkin (KMO) and Barlett’s Test of Sphericity(BTS) were utilized in order to detect suitability of the data for factor analysis. (KMO) test result was found to be 0.74 while the Barlett test result was p<.05 (3499,750, sd: 561; p.000). The fact that KMO was higher than 0.70 and Barlett was meaningful indicates that the data is suitable for a factor analysis. The subsequent factor analysis showed that the scale consists of five factors and 29 items which distribution was as follows: Factor-1 = 9, Factor-2 = 5, Factor-3 = 6, Factor-4 = 5 and Factor-5 = 4, respectively. These five factors explains %44,027 ofvariance within entire scale points. Such a percentage confirms that the factor structure of this piece of study is substantial for a research conducted in social sciences. On the other hand, one analysis carried out for detecting the structural reliability of a scale is determining the correlation between the sub-factors and total points of the scale.Analysis to this end resulted in a moderately positive correlation between the factors and the total points of the scale. Moreover, subfactors also indicate a low-level correlation among themselves. Meanwhile, Cornbach’s Alpha internal consistency coefficient ofthe entire scale was found to be 0,83 which confirms that the scale is highly reliable. Besides, as a result of the test-retest method, Cornbach’s Alpha internal consistency coefficient of the entire scale was found to be 0,72, which is significant in showing the consistency over time. On the other hand, the fact that Cornbach’s Alpha internalconsistency coefficient after test-retest was 0,11 lower in comparison may be attributed to the fact that sample number (143) was considerably lower than the former sample number (394). There are few other studies on developing motivation scale inliterature. Review on the factors and items of motivation scales developed by Pintrich, P. R., Smith, D. A. F., Garcia, T. and McKeachie, W. J. (1991), Dede and Yaman (2008), Liu and Lin (2010), Gömleksiz and Kan (2012) and Kaya (2013) shows