The aim of this study is to determine effects of educational games on 8th grade students' attitudes towards Turkish course and writing anxiety. In this study, quantitative research method was applied and experimental pattern with pre-test and post-test control group was used. The study group of the study consisted of fifty seven 8th grade students studying in a secondary school in the central district of Muş in the 2018-2019 academic year. There were experimental and control groups determined by unbiased assignment method. In the experimental group (n = 29), the Turkish course was conducted in accordance with educational game practices, while in the control group (n = 28) the course was carried out in the traditional teaching way. The study lasted 8 weeks. “Writing Anxiety Scale” developed by Karakuş Tayşi and Taşkın (2018) and “Turkish Course Attitude Scale” developed by Topçuoğlu Ünal and Köse (2014) were used as data collection tools. The data obtained in this study were analyzed through a statistical program. At the end of the study, the results showed that the educational games applied in the experimental group were more effective on students' attitudes towards the Turkish course than the TurkishTeaching Program activities carried in the control group(p: ,000?0,05; t: 4,686). In addition, it was determined that the educational games were more effective on the writing anxiety of the students than the educational activities done in the control group(p: ,000?0,05; t: -6,134). These results suggest that educational games can be applied to improve students' attitudes towards the Turkish course and to reduce their writing anxiety. In accordance with these findings, various suggestions have been made.