In the scope of planning, programming, configuration, development of music lessons in secondary education institutions, where general music education is trained, and their assessment in accordance with an integral point of view, it should be determined what extent the students reach the expected theoretical knowledge. The importance of measuring cognitive skills of students in music lessons shows up distinctly, when scope enlargement and progress of music theories education in secondary education level is considered. For this reason, the necessity for developing academic success tests in music lessons comes to the forefront. This research aims at developing an achievement test with validity and reliability work to measure the basic music knowledge targeted for secondary education students taking the music course to gain. For the content validity, expert opinion was requested; and due to the fact that the items in the test were designed in the form of multiple-choice and that it was in the 1-0 item structure for the reliability of the measurement tool, KR-20 internal consistency coefficient was used, items’ distinctive indices were calculated through item difficulty index. The ITEMAN analysis programme was employed for those analyses. Accordingly, averaged item difficulty and distinctiveness indexes have been determined as, respectively, 0,411 and 0,384. At the end of specialist opinions and item analysis, it’s been specified that the validity of success test, which has been reduced to 25 articles, is high. The reliability work was conducted with 180 students. In consequence, the KR-20 reliability coefficient for the measurement tool was found to be 0.76. To conclude, it was found that the secondary education music course achievement test was a scale with sufficient level of validity and reliability which could be used to measure the secondary education students’ academic achievement in the music course.