Based on this gap in the literature, the problem situation identified was deemed worth investigating in terms of contributing to the accumulation of knowledge on the subject area. In addition, it is thought that this study will contribute to future studies on artificial intelligence in primary school education. The aim of this study is to create a Likert-type attitude scale that can be used to determine primary school students’ attitudes towards artificial intelligence. In this study, exploratory sequential design, one of the mixed research method types, was used. A 32-item draft scale form was prepared in the light of the literature review, student opinions collected through a structured interview form and data obtained from field experts. In order to examine the validity of the scale, exploratory and confirmatory factor analyses, item-factor total correlations and item discriminations were evaluated. The goodness of fit values obtained in confirmatory factor analysis were [CMIN=245,020, df=159 (CMIN/df= 1.541), RMSEA= 0.45, RMR= 0.035, GFI= 0.916, AGFI= 0.889, CFI= 0.903, NFI= 0.773, IFI= 0.906]. To evaluate the reliability of the scale, internal consistency coefficient was calculated, and test-retest analysis was performed. Cronbach’s Alpha reliability coefficient for the overall scale was 0.807 and McDonald’s Omega coefficient was 0.816. As a result, it was determined that the Artificial Intelligence Attitude Scale, which consists of 4 factors and 20 items, is an appropriate, valid and reliable tool for evaluating primary school students’ attitudes towards artificial intelligence.