The attachment theory has been a topic of interest for the Western psychologists. The connection to the Buddhist practices was not studied until recently. The two ideas provide an implication for understanding the mental fixation and individuals’ happiness or outcomes of certain activities. However, no research was conducted studying the relationship between non-attachment and education that would help understand the correlation between one’s thoughts regarding studies and academic success. This paper aims to provide background information about the concept of attachment and non-attachment and develop a scale to measure the connection of these notions to education. Background information about the attachment involves several essential studies on this topic. It should be noted that the concept of attachment and non-attachment are connected to the Buddhist theory that depicts the lack of rigid perceptions of a person’s self and others. According to Sahdra and Shaver (2013), the basis for the attachment theory is a claim that a person’s feeling of security is connected to the “mental representations of a self that has been reliably loved and cared for in close relationships” (p. 282). The authors cite supportive relationships and relaxation as standard features of the two concepts, Buddhist and psychological. Mental fixations that a person can have to predict his or her attitudes towards things or events and can be harmful, while the release from this construct can be beneficial for an individual. Thus, the concept of non-attachment refers to the ability to let go of things. The rationale for developing this measurement framework is connected to a need for evaluating the perception of students of their educational activity and outcomes of it. It is crucial to compare the non-attachment concept to education. In an article by Dwek, Chiu, and Hong (1985) the researchers examine the topic of judgment and reaction. They hypothesize that the perception that people have about specific attributes of humans affect their understanding and responses, which is demonstrated through the example of fixed and dynamic trait-related beliefs. Dwek et al. (1985) examined the relationship between these attitudes in the context of studying and the outcomes of it and provided support for the implications that mental fixations and their impact on grades and test scores. This study highlights the connection between attachment and education because, in essence, it shows the correlation between fixed believes of individuals about their capabilities and results of educational assessments. People who are not attached to their image as intelligent or non-intelligent individuals have a higher chance of achieving success. Thoughts about withdrawing from study scale that measures whether people considered this idea in the last twelve month using a range from 1 that indicates never and 10, which is often is used for testing the concurrent validity. The relationship between these thoughts and non-attachment can help identify the relationship between fixations and negative perceptions and study results. Additionally, the framework used in this paper for developing the measurement scale includes approach used by Whitehead, Bates, Elphinstone, Yang and Murray (2018) in their non-attachment to self-scale. In addition, factors such as adaptability and procrastination as factors that impact the thoughts and perceptions of individuals. Literature Review It is worthwhile to create this measure because it allows understanding the impact of mindfulness and unhelpful thought on non-attachment to education and