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The aim of this study was to investigate teachers' perceptions of organizational identity in terms of learning school. The data collection of the research consists of a total of 370 teachers who are chosen by random cluster sampling from teachers working in public schools in Konya in 2016. Organizational Identity Perception Scale and Learning School Scale were used to collect data in this research. Data were analyzed by statistical methods. According to findings of the research, there is a significant relationship between teachers' perceptions of organizational identity and schools’ quality of being learning school. It is seen that there is a positive significant relationship between identification, goal value sharing, communication, image sub dimensions of teachers organizational identity and team learning, mental models, shared vision, personal mastery sub-dimensions of learning school.