We believe, to help children and students growing up strong, we need a comprehensive feeling scale of school adaptation to compare with many practices. The purpose of this study was to examine the reliability and validity of the comprehensive sense of emotional well-being scale which could be applied from third graders to adolescent. First, we selected questions for the scale and finally conducted research with a total of 2,876 students from third graders to high school students. Next, for the purpose of examining reliability and validity of the scale, we administered it to 305 undergraduate students. They were asked to answer the questionnaire, including the sense of emotional well-being scale, 6 items from the hope scale (Snyder, 2005), and 25 items from the MMS (Multiple Mood Scale) (Terasaki, et al., 1998). The stability of the sense of emotional wellbeing scale was examined over a 5-week time period. It was shown that the emotional well-being scale had a high Cronbach's alpha coefficient, acceptable test-retest reliability and high validity. Factor analysis showed that the data had a single factor structure and all scale items loaded cleanly onto this factor. This research indicates that the sense of emotional well-being was positively related with hope and positive mood, negatively related with negative mood, and had no relationship with the neutral mood "concentration" (Terasaki, et al., 1998).