The aim of this study is to adapt the scale of the factors affecting argumentation instruction into Turkish. A total of 143 preservice science teachers studying in two different universities located in the east and west of Turkey participated in this study. In the process of adaptation firstly, structure, method and item biases were eliminated. After that the construct validity of the scale was determined by exploratory and confirmatory factor analysis. The results of the analysis confirmed that the 21-item scale had a three-factor-structure. Then, the cronbach's alpha value was measured for the whole scale and its sub-dimensions, and these values were found to be within satisfactory limits. It is thought that this study provides a valid and reliable measurement tool that can be used in the process of determining the factors affecting the argumentation instruction of teachers and preservice teachers. Thus, it can be stated that the data obtained with the adapted scale will contribute to the further use of argumentation in science classes. [This study was presented at the X. International Congress of Educational Research, April, Nevsehir, Turkey.]