In this study, the Mathematical Attitude Scale consisting of 35 Items developed by Yasar, Cermik and Guner (2011) for high school students has been revised and developed into a concise form. In the study group, 1010 male (56%) and 791 (44%) female, total 1801 students from six high schools in Denizli city center have been included. While the original 35-Item form of the scale consisted of four sub-dimensions and explained 51,967% of the total variance, the developed concise form consists of four sub-dimensions and explains the 65,196% of the total variance. The data obtained from the study group were analyzed with the Explanatory Factor Analysis (EFA) and the structural validity of the scale has been studied. To test the model data suitability, the Confirmatory Factor Analysis (CFA) was used. The obtained data show that the scale consists of a single structure with four sub-dimensions. The Confirmatory Factor Analysis showed that the model and data are in accordance. The sub-dimensions of the concise scale are classified as; (i) enjoying (alpha = .89), (ii) fear, anxiety and boredom (alpha = .84), (iii) place of mathematics in life (alpha = .84) and (iv) perceived mathematics success (alpha = .82). For the inner consistency reliability of the scale, the Cronbach Alfa coefficient has been calculated as alpha = .956. As a conclusion, the Mathematical Attitude Scale Concise Form seems superior to the 35-Item original form psychometrically. This scale shows that the mathematical attitudes of high school students can be measured more accurately by using less mathematical attitude items.