The aim of this study is to develop a valid and reliable scale that can be used in determining the perspectives of secondary school students and teacher candidates about using writing as a learning tool. After studies such as scale expert views and the evaluation of intelli¬gibility, the scale was conducted to two separate sample consisting of 158 middle school students and 325 teacher candidates. Exploratory and confirmatory factor analyses were performed in order to deter¬mine the construct validity of the scale. According to the exploratory factor analysis results; fort he middle school sample, the scale consists of three factors including: Writing as a Learning Tool, Avoidance of Studying by Writing, Writing as a Note Taking Tool with a total of 15 five-Likert type items and for the teacher candidates sample, the scale consists of three factors including: Writing as a Learning Tool, Difficulty of Studying by Writing, Avoidance of Studying by Writing with a total of 16 five-Likert type items. For the both samples, the three-factor construct of the scale is confirmed by confirmatory factor analysis. The research findings have shown that the Writing for Learning Scale is a valid and reliable scale.