The following research questions were addressed in this study to investigate elementary school teachers' (N=236) attributional styles related to their teaching methods and allocation of time: (1) How do teachers attribute the causes of success or failure in their science teaching; (2) Does the attributional model help explain science teaching performance; and (3) Are the attributional variables predictors of science teaching performance? Data were collected using four instruments to provide information on teacher background, knowledge of science content, causal attributions/dimensions, and choice of teaching role. Results, among others, suggest that in successful teaching situations, teachers tend to make attributions to internal causes and in failure situations to external causes, that is, elementary school teachers have distinct attributional styles for explaining success or failure in science teaching; two antecedents (perception of past teaching success and knowledge of science content) are related to teachers' causal attributions and causal effects; the number of methods courses completed related to causal effects (enjoyment and expectancy shift) and science teaching performance (time allocation and teaching method) but not to their causal attributions; and that enjoyment of science teaching was associated with increased allocation of time to each science. (JN)