The aim of the present study is to develop a scale to determine how necessary the primary and secondary school teachers view the learner autonomy support behaviours and how much they perform these behaviours. The study group was composed of 324 primary and secondary school teachers. The process of developing the scale involved a literature scan, taking student opinions through essays, creating an item pool, taking expert opinions, a pretesting study as well as studies on determining the structural validity and reliability. The results of explanatory factor analysis showed that the scale had a structure of one dimension with three factors and also confirmatory factor analyses confirmed the these three factor structure of the scale. These factors were called Feeling And Thinking Support (7 items), Learning Process Support (5 items) and Evaluation Process (4 items). It was seen that the factor weights of the scale items varied between 0.536 and 0.728 for necessity; 0.596-0.753 for execution. According to t-test results differences between each item's means of upper 27% and lower 27% points were significant. The Cronbach alpha reliability coefficient is a = 0.89 for necessity, a = 0.92 for execution. These results indicate that the Learner Autonomy Support Scale has sufficient validity and reliability.