The importance of the climate of a school has been shown to be correlated to several key factors in education including youth development, academic achievement, and teacher retention. Lee et al. (2017) developed a dual scale which measures both school climate and school identity simultaneously (SCASIM-St). The purpose of this study is to both adapt for and provide preliminary results on its application in the Turkish context. Data was obtained from 351 high school students. The confirmatory factor analysis showed an acceptable fit (X2 (460, N = 351) = 1306.15, p<0.001, RMSEA=0.07, CFI= 0.89, TLI= 0.88). Also, the criterion validity studies of TSCASIM-St showed that school climate and identification were positively correlated with grade point average.