The aim of this study is to develop a measurement tool with proven validity and reliability to measure the interaction between teachers and students. Two different study groups were created with the easily accessible sampling technique. Exploratory factor analysis (EFA) was performed with 346 students, and confirmatory factor analysis (CFA) was performed with 394 students. T-test, EFA and CFA tests were used in the analyses. As a result of EFA, a two-factor structure was revealed for all three scales aimed at measuring teacher-student interaction in the classroom, in-school and out-of-school environments. After EFA, CFA analysis was performed to measure the psychometric properties of the scale, the obtained goodness-of-fit indices were compared with the criteria in the literature and it was seen that the scales met these criteria. The in-class teacher-student interaction scale consists of affective (six items) and motivational (five items), the school environment teacher-student interaction and out-of-school teacher-student interaction scale consists of motivational (four items) and physiological (three items) sub-dimensions, and the out-of-school teacher-student interaction scale consists of motivational (five items) and physiological (four items) sub-dimensions. Expert opinion was obtained for content validity, KGI and KGI values were examined, and since the KGI values were greater than the KGI values, it was seen that the content validity of the items in the scale was statistically significant. The reliability of the scale confirmed with CFA was found to be .86 for in-class, .74 for in-school, and .79 for out-of-school teacher-student interaction. The obtained data show that the scale is reliable. The scale is designed as modular. It can be used to determine teacher-student interaction in different environments according to need.