Writing increases the occurrence of problems that affect anxiety and disposition with its structure that requires the use of more than one physical, cognitive, and affective skills simultaneously. Increasing writing anxiety and decreasing writing disposition hinder to gain writing habit, which is the main objective of writing education. The purpose of this research; to determine the relationship between writing anxiety and disposition of secondary school students. In this respect, the relational survey model has been used in the quantitative design. The research has been carried out with 1325 secondary school students, determined in the Elazığ city center by graded and stratified sampling method. ANOVA and t-test, which have parametric in the analysis of data, Pearson correlation coefficient, multiple linear regression, and simple linear regression analysis has been used to determine the relationship between writing anxiety and writing disposition. At the result of the study, it has been determined that writing anxiety predicted writing tendencies to a great extent (51%); Participants' gender, class levels, hobby areas of interest, more preferred gaming environment, regular sleep habits. There has been a significant relationship between writing anxiety and disposition of students according to these variables.