The purpose of this study was to adapt the CTI to Turkish and investigate the Turkish version of the CTI . First, the CTI items were translated to Turkish and translation validity of the items were investigated. Second, for the language equivalency of the CTI, 42 ESL teachers from eight different secondary schools in Istanbul were selected as a sample. First the CTI English version and 3 weeks later the CTI Turkish version were applied to this group, respectively. Next, 362 teachers from 20 different secondary schools at in Istanbul were sampled and responded to the Turkish CTI in order to investigate the inventory's reliability. A paired-samples t-test was used in order to obtain the language equivalency of the CTI items. In addition, Pearson Product-Moment Correlation coefficients were used in order to determine item-total and item-reminder analyses. Independent sample t-tests were used to define the differences between the lower and upper group means acquired by the CTI scores. An exploratory factor analysis was done in order to investigate the factor structure of the Turkish CTI on the basis of Turkish teachers' scores. Cronbach alpha internal consistency coefficient was used to investigate the reliability of inventory.