Twenty-nine student teachers selected for high success orientation toward teaching, compared with 34 controls selected for high failure-avoidance orientation, took relatively more credit for their students' academic successes than they gave their students; they also accepted relatively more blame for students' failures. However, an analysis of the attribution subtests revealed that such differences reflected the fact that the success-oriented teachers attributed, more than the control group did, both students' successes and failures to their own teaching efforts or lack of them, not to their teaching abilities. Results generally support an attributional interpretation of achievement motivation among teachers. (Author)