Problem Statement: The rise of premarital studies raises questions about the effectiveness of educational programs developed to prepare young couples for marriage and family life. Purpose of Study: The purpose of this study is to describe and introduce the Dyadic Relationship Scale (DRS) for use with university students. The author developed the DRS on the basis of Turkish culture. Methods: Validity and reliability studies for the DRS were conducted in 2013 with the participation of 1,115 students attending Hacettepe University, Ankara, Turkey. The data obtained were analyzed by SPSS software. Construct validity of the DRS was examined with exploratory factors and analysis. The DRS is a five point Likert scale comprising five subscales and 78 items. The five subscales measure Communication, Romanticism-Sexuality, Conflict Solving, Social Support, and Acceptance of Differences. Findings and Results: The Communication subscale has a six-factor structure and explains 64.2% of the total variance. The Romanticism-Sexuality subscale has a five-factor structure and explains 61.5% of the total variance. The Conflict Solving subscale has a five-factor structure and explains 60.1% of the total variance. The Social Support subscale has a two-factor structure and explains 63.3% of the total variance. Finally, the Acceptance of Differences subscale displays a five-factor structure and explains 60.7% of the total variance. Criterion-related validity was analyzed between the DRS and the Pre-Marital Relationship Assessment Scale. Based on the data obtained from 181 Turkish university students, a positive and significant correlation at the level of 0.824 was found when the two scales were compared. The reliability of the DRS was analyzed in two ways. First, the Cronbach alpha coefficient was calculated for all subscales of the DRS. Alpha coefficients were calculated to be 0.77 for the Communication subscale, 0.88 for the Romanticism-Sexuality subscale, 0.85 for the Conflict Solving subscale, 0.91 for the Social Support subscale and 0.79 for the Acceptance of Differences subscale. Second, reliability coefficients of the DRS, which were analyzed by use of the split-half method, were found to be 0.61 for the Communication subscale, 0.64 for the Romanticism-Sexuality subscale, 0.73 for the Conflict Solving subscale, 0.69 for the Social Support subscale and 0.64 for the Acceptance of Differences subscale. Conclusions and Recommendation: The evidence for validity and reliability shows that the DRS can be validly and reliably used for measuring dyadic relationship levels between university students. Premarital educators can use the DRS in evaluating the effectiveness of their practices.