Background: Science identity has an important place in revealing the effects of learning experiences. Furthermore, science identity can help to understand future career intentions related to science; therefore, it needs to be understood and assessed. Purpose: The aim of this study was to adapt the Student Science Identity Questionnaire into Turkish and examine its validity and reliability. Sample: In the study, data were collected from 755 high school students in the Central Anatolian Region of Turkey. Design and Methods: In the first part of the study, a scale adaptation was performed. In the second part, differences between groups were analyzed using parametric tests. Results: Confirmatory factor analysis confirmed the structure of the instrument consisting of 24 items and four factors and showed that the model had excellent fit values. Cronbach’s alpha values of the factors that make up the instrument were between.83 and.90, composite reliability values ranged between.92 and.93, factor loads and average variance extracted values were found to be above.50. In addition, the square root of the average variance extracted values and the correlation values between the factors were examined and the validity of the measurement model was ensured. Conclusion: The findings show that the Student Science Identity Questionnaire is a valid and reliable instrument in the Turkish sample. In addition, students’ science identity varies according to gender and socioeconomic status.