The achievement locus of control of 64 Hispanic and 87 Anglo students enrolled in grades 9-12 in 2 high schools in a large school district in the Southwest was examined with the Multidimensional-Multiattributional Causality Scale (MMCS). Ethnic and sex differences in the attributions of academic success or failure to ability, effort, context, or luck were investigated. Context of the MMCS, which consisted of 24 causal attribution statements, included such topics as the teacher's opinion, teacher's grading scheme, and the course material. The MMCS was administered in the spring of 1982 by classroom teachers. Students were not informed of the scale's research purposes. Results indicated Hispanic students were more internal than Anglos. Hispanics attributed their achievement more to ability than did Anglos. Hispanics attributed their academic success more to effort and less to luck than did Anglos. Further, Hispanic students attributed their failure more to their lack of ability than did Anglos. Sex and interaction effects were also found. These results were interpreted within the framework of the attribution theory. (Author/NQA)