Recent years, emotions emerge as important affective constructs that contribute to individuals' behaviors at educational settings. In this study, it was aimed to adapt the Teacher Emotion Scale (TES) developed by Frenzel et al. (2016) into the Turkish culture and to examine its validity and reliability. A total of two hundred and eighty two elementary and secondary school teachers working in the Mentese district of Mugla Province participated in the study. Exploratory and confirmatory factor analysis were performed to test the validity of the TES. For the reliability of the TES, Cronbach alpha values were calculated. Results of exploratory factor analysis showed that the three factors explained 56.96% of the total variance. The results of confirmatory factor analyses showed a good fit of the data and confirmed the three-factor structure of the TES. The Cronbach alpha values for the dimensions of the TES were between 0.70 and 0.75, and 0.82 for the whole TES. Overall, results of analyses indicated that the factor structure of the TES was in good fit and the internal reliability was in an acceptable range. In the light of the findings, it is assumed that the TES will contribute to studies addressing classroom practices of teachers and the effectiveness of in-service training activities in Turkey.