The purpose of this study is to determine the significant difference and relationship school adjustment and attachment in five-six year old children, who are attending pre-school classes. The research has been implemented with 100 children who go to an independent kindergarten or kindergartens dependent on three schools in Basaksehir/Istanbul. In this study, a simple random sampling method was used. In this study, descriptive techniques intergroup comparisons and relations are tested. This study is a descriptive study in the relational model (Karasar,2003). Data were collected by means of "Cassidy Incomplete Stories with Doll Family' (Seven, 2006), "Teacher Assessment Scale of School Adjussment'' (Gulay, 2010) "Individual Information Form". Obtained data have been analyzed by using Mann Whitney U, Pearson Moments Corelation Coefficient According to the results of the research, it has been observed that % 70 of the kindergarten students have avoidance attachment with regard to TOBAH attachment scale and it is the biggest group. In addition, it has been observed that % 21 of children have secure attachment and % 9 of children have negative attachment. When we look at the rates of secure, avoidance and negative attachment, it has been determined that % 79 of children are insecure and % 21 of them are secure. TOBAH attachment scale grades do not differ according to genders of kindergarten students, their mothers' working conditions, people who look after them at 0-1 age. As a result of the research, it has been determined that there is not a relationship between attachment conditions of kindergarten students and school adjustment levels and lower scales.