This paper reports on a study that sought to determine some of the causes to which undergraduate students attribute success or failure in music. Subjects were 43 music majors and 62 nonmusic majors enrolled in several sections of a beginning level guitar class. Subjects were administered the Asmus Music Attribution Orientation Scale (MAOS) and asked to indicate how important they thought each of the following attributions were in terms of contributing to their success or failure in music: (1) effort; (2) background; (3) classroom environment; (4) musical ability; and (5) affect for music. Results revealed that collectively the students placed more importance on the causal attributions of effort, affect for music, and musical ability. When divided by majors (music majors as opposed to nonmusic majors), the music majors placed more importance on effort, musical ability, and affect for music than did the nonmusic majors. Implications for teaching are discussed. The fact that many nonmajors performed as well or better than the music majors implies that teacher interventions aimed at modifying attributions and learning strategies may have positive effects on students. A skill mastery, rather than an ability oriented situation, might provide a context that is likely to foster long term use of learning strategies, developed around the belief that there is a contingent relationship between success and effort. Contains 25 references. (DK)