Abstract: The researchers investigated attributions for success, attitudes, and aptitudes for native language learning and foreign language learning success for 648 students enrolled in 100-level university foreign language courses (Spanish, French, and German). We examined relationships via correlational analyses and used structural equation modeling to determine the best predictive model. Relationships among variables were generally positive but low to moderate in magnitude (r=−.12 to r=.45).The best predictive model was attitudes leading to aptitude leading to exam grades. Attributions did not contribute to the prediction. Gender differences were indicated in effort attributions and in exam grades. Results underscore the importance of attitude in foreign language success.