The purpose of this study is to develop valid and reliable scale to measure Social Studies teachers’ self-efficacy about using technology. Participants of the study were randomly selected and total of 146 Social Studies teachers participated to the study. The validity of the scale was tested through expert opinion and factor analysis. An explatory factor analysis (EFA) was conducted to explore the scale’s content validity. Based on the EFA, 2 items were excluded from the scale, and it was concluded that the scale had two factors named Readiness and Practice Dimension. Each factor had 8 items and they were explaining 54% of teachers’ self- sufficiency. The authors used Cronbach alpha internal consistency coefficient and corrected item-total correlations to calculate reliability of the scale. The reliability levels were .88 for the Readiness factor, .84 for the Practice Dimension factor, and .91 for the total scale. Based on the findings, it can be concluded that the Use of Technology in Social Studies Teaching Self – Efficacy Scale is a valid and reliable instrument that can be used in academic studies. teachers do not benefit from these opportunities as needed, and this problem is a world wide issue in education (Akkoyunlu and Kurbanoğlu, 2004; Brown and Warschauer, 2006). In a study conducted with teachers, it was found that teachers do not consider technology use as a goal for Social Studies education (Çulha Özbaş and Erbudak, 2015). In another study (Cüre and Özdener, 2008), teachers reported their selfsufficiency regarding to technology use in a very low level. Technology use is very important in every level of education, but in primary and middle school it is more essential because students are starting to learn abstract subjects. Hence, it is necessary for teachers to concrete information in these levels by using other techniques that are different from traditional approaches (Altınışık and Orhan, 2002). In Social Studies education, it is known that teachers mostly teach basics of their subjects verbally based on the information in textbooks (Alkan and Kurt, 1998; Sönmez, 1996; Erden, 1996). However, it is suggested to provide opportunities to students for improving their skills in analyze, explore and research (Alkan ve Kurt, 1998). In addition, it is very essential to benefit from technology when practicing aforementioned skills. It is important for Social Studies education teachers to know their proficiency in technology and make plans to improve needed skills in order to benefit from technology use in their teaching. In literature, there is a lack of self- efficacy scales for teachers in the area of Information and Communication Technologies. The present scales are not specifically related to Social Studies education and mostly they were translated from other languages. Today, it is very important to investigate Social Studies teachers’ self- efficacy levels in technology use to improve the efficiency of education in schools. Hence, the main purpose of this study is to develop a reliable and valid scale to measure Social Studies Teachers’ self-efficacy levels in technology use. Method: This study was a survey based descriptive study. A number of 143 Social Studies Teachers participated in the study. The scale development process included item pool, expert advise, pretest, factor analyze, and reliability test. Items were in 5 level likert-scale type (Strongly Disaggree -1 to Strongly Agree -5). Expert advises were obtained from 4 faculty members and one PhD student in the are of Social Studies Education. Finally, 18 items were included to the scale. A pretest was conducted with the final version of the scale. Total number of participants was 143 (69 female (48%), 74 male (52%)). Results: An explatory factor analysis (EFA) was conducted to explore the scale’s content validity. Based on the EFA, 2 items were excluded from the scale, and it was concluded that the scale had two factors named Readiness and Practice Dimension. Each factor had 8 items and they were explaining 54% of teachers’ self- sufficiency.