Attributions for school success and failure were examined among 112 Native American and 99 Anglo students at a large, urban multi-campus community college system in the Southwest, by using the Multidimensional-Multiattributional Causality Scale. All subjects were in remedial reading classes; 48% were male and 52% were female. Mean age was 24.1, with a range from 17 to 49 years. Also, the Achievement Motivation Scale was randomly administered to 102 students (56 Native Americans, 46 Anglos), and the Academic Expectancy Scale to 109 students (56 Native Americans, 53 Anglos). Native Americans attributed their school achievement more to effort than did Anglos, and attributed school failure more to lack of effort than did Anglo students. Native Americans who attributed their success to ability tended to be more achievement-motivated. Those with greater expectancy of success were those who attributed their school success to their effort. A greater attribution of failure to lack of effort may result in greater frustration for Native Americans than for Anglos. Although effort is modifiable, continued low achievement coupled with a greater attribution to lack of effort may result in lack of motivation and lowered expectancy of success. (MH)