The aim of the study is to investigate the relationship between organizational justice, professional motivation and organizational identification. In this study, relational model was used. The population of the study consists of teachers from primary schools in the province of Gaziantep in Turkey during 2019-2020 academic year, and the sample consists of 368 primary school teachers. The data were collected through "Organizational Justice Scale", "Professional Motivation Scale" and "Organizational Identification Scale". In the analysis of the data, descriptive statistics about the variables were calculated, correlation and regression analysis were performed. According to the descriptive statistical results of the study, teachers' perceptions of organizational justice, professional motivation and organizational identification are at a high level. Organizational justice has a positive, moderate relationship with professional motivation and organizational identification. Besides, there is a positive and moderate relationship between professional motivation and organizational identification. As a result of the stepwise multiple regression analysis conducted to determine the relationship between professional motivation, organizational justice, and organizational identification, it was determined that professional motivation has a partial mediating role in the relationship between organizational justice and organizational identification. It is considered important to increase the motivation of teachers by treating them equally and fairly in the distribution of resources to identify with the school. Moreover, with the increase in motivation, it can be ensured that teachers increase their performance and identify with their organizations.