This paper investigated pre-service teachers' perceptions of student attributions and mathematics performance. Participants from two universities in Alabama (N=80) consisted of 72.5% female, 75.9% white, 21.5% African American, 2.6% other, 44.3% juniors, 38% seniors, 16.5% graduate, and 1.3% sophomores. Results indicate 87.6% of participants agreed that when a student succeeds in mathematics it is because of his/her effort, while 93.8% agree that when a student fails in mathematics it is because the tasks are hard. The results point to the need for both pre-service and in-service teachers to be aware of their own views related to students' success/failure in mathematics. (Contains 3 tables.)