The purpose of this study is to test the mediating role of school attachment in the relationship between perceived stress and school satisfaction in secondary school students. In the study, the Perceived Stress Scale in Children, Brief Adolescents’ Subjective Well-Being in School Scale, and the School Attachment Scale for children and adolescents were applied to 538 students (258 girls and 280 boys) who were educated in different secondary schools in Turkey. The data were tested using Pearson moments multiplication correlation coefficient and structural equation model analysis. Research results have shown that school attachment plays a fully mediating role in the relationship between perceived stress and school satisfaction in secondary school students. In other words, stress’s predictability of school satisfaction has been eliminated by the inclusion of the mediatory variable of school attachment into the structural equation model. This result has been discussed in light of theoretical and empirical data.