The main purpose of this investigation was to explore the dimension of causal attributions for success and failure in academic achievement situations. Attribution questionnaire made by the author was administered in September, 1987 to 452 male students in Y high school in Seoul. The results of the study can be summarized as follows: Ⅰ. Causal elements to explain the academic achievement situations were similar in success and failure. Especially, effort attribution was predominant. Ⅱ. factor analysis of the 35 causal elements resulted in four factors, which were tentatively named. The property of four factors was related to the Weiner's attributional dimension. Therefore within the thesis I have discussed new classification scheme. Ⅲ . Additionally, the relation of informational cues and attributional inferences was analyzed. Consistercy information was distinctively important in achievement attribution, and high consistency information induced stable attribution.