Research into students' attributional causes for success in language acquisition is currently receiving considerable attention. Situated within Weiner's attribution theory (1992), the present study aims to research factors contributing to success in foreign language learning with specific focus on the role of perceived causal attributions. The participants are 113 students from three high schools in El Jadida, Morocco. The instrument of data collection is a questionnaire and a follow-up interview. More specifically, the participants identify the causes that they think lead to success in English language learning and make an evaluation of themselves in respect of whether they think they are successful EFL learners thus far. Findings from both data sets show that students attribute success in foreign language learning mostly to external factors with class atmosphere and teaching method ranking highest. Also, a significant difference is noted between students who perceive themselves as 'successful' and those who perceive themselves as 'unsuccessful' in terms of effort and time distribution in learning English. In light of the results, important implications are drawn for different stakeholders.