Purpose of this study is to develop a scale measuring social studies teacher candidates‟ attitudes toward controversial issues. Teaching controversial issues brings real world problems to classrooms. The target of teaching these issues in social studies classrooms is letting students to interrogate real world problems, to express their ideas freely and thus to create a democratic classroom environment. Developing a measurement tool about controversial issues is a necessity because this kind of tool doesn‟t exist at higher education in this country. 650 students (292 girls, 358 boys) from 3 different universities has participated this study. Descriptive statistics have been used at evaluating data process. Structure validity factors getting from explanatory factor analysis were re-evaluated with confirmatory factor analysis. Cronbach‟s alpha was used for general reliability and reliability of sub-factors. Test-retest reliability coefficient of questionnaire was found, 93. Controversial issues questionnaire consists of 34 items and 6 factors. Data obtaining from statistical processes shows that questionnaire is valid and reliable at preferred level. Questionnaire also is valid and reliable to determine university students‟ attitudes about controversial issues
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