In this study, the relationship between school governance and school climate was examined based on teachers' views. This research carried out with the participation of 375 teachers in Kayseri (Melikgazi, Kocasinan and Talas) in 2016-2017 academic year, was a quantitative study. As a data collection tool "School Governance Scale" developed within the scope of this study was used to determine the realized and the targeted level of governance in the schools. For the school climate "School Climate Scale" developed by Hoy, Smith and Sweetland (2002) and adapted to Turkish within the scope of this study was used. For the reliability of the scales, the Cronbach alpha coefficient was examined. The data were analyzed using t-test, ANOVA and LSD test in post hoc tests, Pearson's correlation coefficient and multivariate regression analysis. As a result of the research, it was determined that school governance is realized at medium level in schools and it is targeted at a very high level. Also, a significant difference between the realized and the targeted level of school governance was observed. A positive moderate relationship was found between school governance and school climate dimensions. School governance's Rule of Law and Participation dimensions were found as significant predictors of school climate while Transparency dimension was not found to be a significant predictor.