The present study aimed to develop a valid and reliable instrument to determine the symbolic mathematics language literacy perceptions of junior high school students, and to investigate literacy perceptions based on gender, final mathematics achievement scores, significance of using symbols, and school grade variables. The study group included 312 students in the pilot scheme and 123 students in the main application during the development of the scale. Exploratory factor analysis demonstrated that a 5-point Likert-type scale with a Cronbach Alpha internal consistency coefficient of 0.85 that included 4 factors in 18 items was developed. The factor structure of the scale was confirmed by confirmatory factor analysis. Furthermore, it was determined that the relayed literacy perceptions of the students did not differ based on gender and grade variables, however there was a significant difference between literacy perceptions based on the final mathematics achievement scores and significance of using mathematical symbols, and it was found that literacy perceptions of the successful students who found it important to use mathematical symbols were higher when compared to other students. Based on the results of multiple regression analysis, the combined gender, mathematical achievement, significance of symbol use, and grade variables explained about 20% of symbolic mathematical language literacy. Based on the findings, it was suggested that future studies could be conducted in schools of different types and utilizing different variables.