Summarizing is a brief reconstruction of the source text by selecting important information, deleting unimportant information, without adding subjective judgments. The aim of this study is to explore the relationship between middle school students' summarizing achievement and their attitudes towards summarizing and their self-efficacy perceptions. Relational screening model, which is one of the general screening models, was used in the study. The study was conducted with a total of 108 secondary school students. Summarizing achievement of the participants was determined by scoring the summaries of the students through the “Story Summary Evaluation Grading Scoring Key”. On the other hand, summarizing attitudes of the students were determined with “Attitude Scale towards Summarizing” and their perceptions of summarizing self-efficacy were determined by “Summarizing Self-Efficacy Scale”. The data obtained was transferred to the statistical program and analyzes were made. According to the results obtained, the summarizing achievement of the students is medium and their self-efficacy perceptions are sufficient. It was observed that the students believed in the importance of summarizing, they liked to summarize and they had a high level of positive attitude towards summarizing. It was found that students' summarizing achievement, their attitudes towards summarizing, and their perceptions of summarizing self-efficacy did not differ significantly by gender and grade level. Finally, it was determined that there was a moderately significant positive relationship between students' summarizing achievement and their summarizing self-efficacy perceptions and their attitudes towards summarizing. The results of the research; revealed that secondary school students' positive attitudes towards summarizing and their high self-efficacy perceptions are an important variable in terms of their achievement in summarizing. In addition, it is a striking result that as the class level increases, their attitudes and self-efficacy perceptions decrease. The biggest mistake in the teaching environment is that students are often given homework to summarize a novel they read or a text in a textbook, based on the idea that they have summarizing skills. Giving students' summarizing tasks that they cannot cope with may lead to a negative attitude towards summarizing and also reduce their self-efficacy perceptions of summarizing. Therefore, summarizing tasks that students cannot tackle should be avoided. Rather, a gradual skill development should be adopted in line with a sequential and spiral curriculum in line with language developments.