Attributions for school success and failure were examined among 211 community college students (112 Native Americans and 99 Anglos) enrolled in remedial reading classes at a large, urban multi-campus community college system in the Southwest. The Multidimensional-Multiattributional Causality Scale (MMCS) was administered to the students in their classrooms in the spring of 1983. The MMCS consists of eight 3-item subscales designed to measure the attributions of success and failure to ability, effort, context or luck. Correlations between achievement motivation and expectancy of success were also examined using the Achievement Motivation Scale (AMS) and Academic Expectancy Scale (AES). At the same time the MMCS was administered, the AMS and AES were randomly administered to students within classrooms so that 102 students (56 Native Americans, 46 Anglos) received the AMS and 109 (56 Native Americans, 53 Anglos) the AES. Results indicated that Native Americans attributed their school achievement more to effort than did Anglos. Appendices include statistical information and graphs pertaining to the study. (ERB)