The purpose of the present study was to adapt the Academic Behavioral Confidence Scale (ABC) developed by Sander and Sanders  to Turkish and to figure out the validity and reliability of the scale. The sample was composed of 577 undergraduates from Marmara University, Yildiz Technical University and Istanbul Commerce University in Istanbul. Exploratory and confirmatory factor analysis indicated a three-factor solution (academic study planning, verbalizing and assignment/project organization) with 16 items although the original scale had a four-factor structure (grades, studying, verbalizing and attendance) with 17 items. Potential reasons for these consequences like cultural differences were explained. Regarding the criterion validity of the scale, it was tested via the Revised Two-Factor Study Process Questionnaire. The results revealed that there was a positive and statistically significant correlation between each subscale and deep approach to learning unlike its correlation with surface approach to learning. The internal consistency coefficients of the factors and the total score ranged from 0.76 to 0.88. Test-retest results showed that there was no significant difference between pre-test and post-test scores of each subscale, and the composite score. Thus, it was claimed that both academicians and counselors could utilize Turkish version of the ABC Scale to examine undergraduates’ confidence in their academic conducts, leading to the formation of more efficacious learning environments for them.