This study was undertaken to develop a Writing Anxiety Scale that will assess and identify the state of writing anxiety in the primary education students. The process of creating the scale of the study in Sakarya studying in primary schools with 774 students carried out after the second stage, developed primary school students was administered to 480 scale. In this research construct validity, internal consistency and item-total correlations were examined. As a result of factor analysis for construct validity, one factor has emerged consist of 19 items, and account for the 30.5 % of the total variance. Confirmatory factor analysis showed that the one-factor model fitted the data (x2=557.54, sd=151, p=0.00). Confirmatory factor analysis showed that the three-factor model fitted the data RMSEA=.059, CFI=.92, IFI=.92, GFI=.93, AGFI=.91 and SRMR=.050. The internal consistencies were .80 for entire scale. Findings also demonstrated that item-total correlations ranged from .30 to .52. According to these findings the Writing Anxiety Scale can be named as a valid and reliable instrument that could be used in the field of education. After the scale was developed in Sakarya studying in primary schools with 480 students carried out. Students receive their scores from Writing Anxiety Scale, the arithmetic mean and standard deviations were considered to be taken into consideration. In order to identify the effect of individual variables, t-test, one-way analysis of variance and LCD tests were used. Analysis showed that the variables of Turkish love of course, class, family income level, a number of books read per month and the smoothness of handwriting attended by students resulted in significant differences in student perceptions whereas the variable of gender did not affect the perceptions of students.